DO_s2019_021 Policy Guidelines on the K to 12 Program

ARepubIic of toe
Department of Cbucation
22 AUG 2019
DepEd ORDER
N002_1 s. 2019
POLICY GUIDELINES ON THE K TO 12 BASIC
TO: Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary Schools All
Others Concerned
1. The Department of Education (DepEd) issues the enclosed Policy

Guidelines on the K to 12 Basic Education Program to provide context to
and articulate its context, features and programs.
2. The Policy provides a comprehensive explanation of the K to 12 Basic Education
Program and its components across all key stages. It also provides a clear
framework for the monitoring and evaluation of the program.
3. The policy integrates many of the existing policies and guidelines on K to 12. It
also provides a reference point for ongoing and/or future review of any of its
components as may be directed by the Secretary.
4. This policy will remain in force and in effect unless sooner repealed, amended, or
rescinded.
5. Immediate dissemination of this Order is directed.
L OLIS BRIONES
Secretary
Encls.:
As stated
References:
DepEd Order No. 43, s. 2013; and DepEd Memorandum No. 99, s. 2013
To be indicated in the Perpetual Index
under the following subjects:
ALTERNATIVE LEARNING SYSTEM
CURRICULUM
ELEMENTARY EDUCATION
LEARNERS
POLICY
PROGRAMS
SECONDARY EDUCATION
228 361
THE K TO 12 BASIC EDUCATION PROGRAM
1. Background and Rationale

1. The implementation of the K to 12 Basic Education Program is
considered to be one of the most significant educational reforms in the country. It
introduces programs and projects that aim to expand and improve the delivery of
basic education in the country. It seeks to provide the Filipino learners with the
necessary skills and competence to prepare them to take on the challenges of the 2
1 st Century. It will make the basic education system in the Philippines at par with
international standards by ensuring that it is appropriate, responsive, and relevant
to the learners.
2. A product of the collaboration with the Commission on Higher

Education (CHED), the Technical Education and Skills Development
Authority (TESDA), and academe and industry partners, the K to 12 Basic
Education Program of the Department of Education is a curriculum that is
accurate in content, at par with the basic education curricula of other Asia-
Pacific countries, and, most importantly, appropriate to the learner's
development.
3. The studies and proposals for a 12-year basic education reform started
as early as 1925 with the Monroe Survey. Until the 1930s, the Philippines actually
had 11 years of basic education: seven years of primary and four years of
secondary schooling. There had been plans to move the seventh year of primary
grades to secondary education and then add another year to make 12 years.
However, these plans did not materialize as these were overtaken by various
sociopolitical events (Care & Bacani, 2012).
4. The Department of Education, recognizing the need and significance of

preparing pre-school learners for daily life and schooling, pursued many initiatives
to establish the Kindergarten Program. This included the issuance of a policy
document in 1971 which encouraged Schools Division Offices (SDOs) to establish
preschool classes. In 2008, DepEd subsidized the honorarium of volunteer
kindergarten teachers. To reach more five-year-old children (especially those
without preschool experience) and ensure their readiness for school, Summer
Preschool Education was implemented in 2010.
5. Among the most relevant breakthroughs was the passing of Republic

Act (RA) No. 8980 (The Early Childhood Care and Development Act) which
sustained an inter-agency and multi-sectoral collaboration to guarantee delivery of
holistic services to children up to 6 years old.
6. At the international front, the ASEAN 2015 charted the economic
integration of the region. To meet the goals articulated in this document, the
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Association of Southeast Asian Nations (ASEAN) began working on a
Qualifications Reference Framework (AQRF) that would enable comparisons of
education qualifications among member states. Being the only ASEAN country
with less than 12 years of basic education became further motivation for the
Philippines to extend its secondary education by two years.
7. On January 20, 2012, Republic Act No. 10157 (Kindergarten Education
Act of 2012) was passed into law, making Kindergarten mandatory for all learners.
Its Implementing Rules and Regulations (IRR) are found in DepED Order (DO)
No. 32, s. 2012.
8. On May 15, 2013, Republic Act No. 10533 otherwise known as the
Enhanced Basic Education Act of 2013 was passed into law. RA 10533
added two years of Senior High School (SHS) to broaden the goals of high
school education for college preparation, vocational and technical career
opportunities as well as creative arts, sports and entrepreneurial employment.
It also makes education learner-oriented and responsive to the needs,
cognitive and cultural capacity, and the circumstances of learners, schools
and communities through the use of appropriate mediums of teaching and
learning, including mother tongue.
9. The Department of Education issues these Policy Guidelines on the K to

12 Basic Education Program to unify the understanding of K to 12 and to improve
the implementation of each component, project and activity under it.
11. Policy Objectives

10. This policy aims to:
a. Explain the K to 12 curriculum and the programs for each key

stage, describe the learner and his/her capabilities at each key
stage, and show the curriculum, instruction and assessment for
each key stage;
b. Establish the components required to ensure effective
implementation of the curriculum;
c. Establish the framework to be used for monitoring and evaluation;
d. Set the frarneworks for the different dimensions of the K to 12
Curriculum; and,
e. Guide the central, regional, and schools division offices, and
schools, in effectively organizing and managing the implementation
of the K to 12 Basic Education Program.
111. Scope
11. This policy is intended to guide the central, regional, and schools
division offices, and schools in effectively organizing and managing the
implementation of the K to 12 Basic Education Program. It aims to provide
concrete basis for developing programs, policies and issuances relative to the
implementation of the K to 12 Basic Education Program at each governance level
of the Department. The policy also benefits other stakeholders, such as partners and
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partner schools, NGOs, parents, and advocates, among others, by providing a
comprehensive explanation of what the program is, so that they may contribute to
its effective implementation and improvement.
IV. Definition of Terms

12. For the purposes of this policy, the following terms are defined:
a. Competency — This refers to a specific skill performed with varying
degrees of independence. It has different degrees of difficulty and
performance levels. It also refers to the ability to perform activities
according to the standards expected by drawing from one's Imowledge,
skills and attitudes.
b. Content — This is the scope and sequence of topics and skills covered in
each strand/ domain/ theme / component.
c. Key stage — This refers to stages in the K to 12 Program reflecting distinct
developmental milestones. Assessment of learning is critical at the end of
each stage. These are Key stage 1 (Kindergarten to Grade 3); Key stage 2
(Grade 4 to Grade 6); Key stage 3 (Grade 7 to Grade 10); and Key stage 4
(Grades 11 and 12).
d. Key Stage Standard — This shows the degree or quality of

proficiency that the learner is able to demonstrate in each key stage
after learning a particular learning area in relation to the core learning
area standard.
e. National Certificate — It is a certification issued by TESDA to individuals

who have been assessed to have achieved all the required competencies for
a qualification with promulgated Training Regulations.
f. Skill — It is the coordinated performance of related tasks with a certain

degree of facility.
g. Standard — In its broadest sense, it is something against which other things

can be compared to for the purpose of determining accuracy, estimating
quantity or judging quality. It is a stated expectation of what one should
know and be able to do.
h. 21 st century skills — These are the 1<10wledge, skills, attitudes and

competencies that learners need to develop so that they can prepare
for and succeed in work and life in the 21st century.
Policy Statement
13. As prescribed by Republic Act No. 10533, DepEd shall adhere to the
following principles in pursuit of the K to 12 Basic Education Program:
a. The curriculum shall be learner-centered, inclusive, developmentally

relevant and appropriate. Learner-centered is an approach to education
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that puts the needs and interests of the students at the center of the
teaching-learning process.
b. The curriculum shall be relevant, responsive and research-based. It is
based on learning theories, principles, sound research, and studies in
teaching and learning dynamics.
c. The curriculum shall be culture-sensitive which means that instruction

must respect the cultural identities of the learners.
d. The curriculum shall be contextualized and global. Relevant, appropriate,
and responsive curriculum will only become a reality if it puts a premium
on the personal, bio-geographical and socio-cultural setting of the learners,
taking into account the demands of the national and global community.
e. The curriculum shall use pedagogical approaches that are constructivist,
inquiry-based, reflective, collaborative, differentiated, and integrative.
Constructivism views learners as active constructors of meaningful
knowledge. Inquiry-based learning puts a premium on questioning,
investigating, proving, probing, explaining, predicting, and establishing
connection of evidences. Reflective learning provides opportunities for
learners to reflect on what and why they need to learn and how to go about
it. Collaborative approach allows learners to share ideas between and
among themselves thus developing the value of cooperation, respect,
camaraderie, and tolerance. Differentiation takes into great consideration
the different learning styles and multiple intelligences of the learners, which
are significant aspects of their individual differences not only as learners
but also as individuals. Finally, integrative pedag047 espouses the
importance of connections and relationships of ideas and concepts between
and among disciplines.
f. The curriculum shall adhere to the principles and framework of Mother
Tongue-Based Multilingual Education (MTB-MLE) in the early grades.
Instructional materials and capable teachers to implement the MTB-MLE
curriculum shall be available. The guidelines on the implementation of the
MTB-MLE program are further explained in Annex 4.
g. The curriculum shall use the spiral progression approach to ensure

mastery of knowledge and skills after each level. This pedagogical
feature follows the idea that concepts are introduced at an early age
and deepened in succeeding years.
h. The curriculum shall be flexible enough to enable schools to localize,
indigenize and to enhance it based on their respective educational and
social contexts. The production and development of locally produced
teaching materials shall be encouraged and the approval of these materials
shall be devolved to the regions and divisions, subject to approved
standards and monitoring at the central level.
The Learner
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14. The Learner refers to any individual, regardless of age, sex, ethnicity,
culture, religion, and ability, enrolled in basic education to enhance his/her
knowledge, skills, and values to improve the quality of his/her life, and to develop
his/her potentials. DepEd provides all learners with many opportunities to access
quality basic education. Learners in difficult circumstances, which prevent them from
attending school regularly, have Flexible Learning Options (FLOs) so they may
complete basic education, including the Alternative Learning System (ALS) where
appropriate. Learners who are gifted and talented, learners with disabilities, and
learners from specific cultural contexts and religious beliefs will be helped to attain
their full potential through equitable, relevant, appropriate, and responsive educational
interventions. Learners who are temporarily abroad may attend schools that offer K to
12 curriculum following the regulations of their host country, so they can return to the
Philippine education system seamlessly.
15. The goal of the K to 12 curriculum is for all learners to have access to
quality and relevant education. In effect, all learners have the opportunity to become
well-rounded, happy, and smart individuals who are confident to pursue their chosen
paths.
Inclusive Education
16. Inclusive education is the core principle of the K to 12 Basic Education
Program. This promotes the right of every Filipino to quality, equitable, culturebased
and complete basic education. Through inclusive education, all Filipinos will realize
their full potential and contribute meaningfully to building the nation. The Inclusive
Education Policy Framework is discussed in Annex 5.
The Enhanced Basic Education Program: K to 12

17. The Enhanced Basic Education Program or K to 12 Basic Education
Program responds to national and global community needs and demands through its
mission to strengthen the values of the Filipino people, develop a strong sense of
nationalism, develop productive citizens who contribute to the building of a
progressive, just, and humane society, ensure environmental sustainability, and
cultivate global partnerships for development.
18. The K to 12 graduate is a holistically developed Filipino who has built
foundations for learning throughout life. They are individuals equipped with
information, media and techn010U skills, learning and innovation skills, life and
career skills, and communication skills necessary to tackle the challenges and take
advantage of the opportunities of the 21 st century. These skills are defined and
described as follows:
a. Information, media and technology skills deal with various sub-skills such
as visual and information literacies, media literacy, basic, scientific,
economic and technological literacies, multicultural literacy, and global
awareness. These skills allow learners to navigate the fluid and dynamic
environment of knowledge creation and acquisition. These skills are
embedded in subjects such as Techn010U and Livelihood Education,
Science, Mathematics, Araling Panlipunan, MAPEH, and Languages,
which are all subjects used as platforms for integration of these skills.
b. Learning and innovation skills include among others creativity and
curiosity, critical thinking, problem-solving, adaptability, managing
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complexity and self-direction, and sound reasoning skills. Acquisition of
these skills help learners resolve daily issues and challenges be it
academic, personal, social, etc. Learning and innovation skills are honed
in all subject areas and across grade levels.
c. Communication skills enable learners to easily adapt to present and

future challenges and opportunities. Teaming, collaboration,
interpersonal skills, and interactive communication are parts and
parcels of the 2 1 st century learning and are integrated in all learning
areas, which are gradually developed through the learning
competencies and performance standards.
d. Life and career skills empower learners to make informed decisions,
thereby giving them the leverage to significantly contribute to the
development of society. Flexibility and adaptability, initiative and
selfdirection, social and cross-cultural skills, productivity and
accountability, leadership, and responsibility form part of the said skills.
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These skills, coupled with curriculum support system and DepEd core values, are
designed to holistically prepare the K to 12 learners to become effective in helping
address the needs of the nation, by pursuing higher education, employment,
entrepreneurship, or middle-level skills development.
As a result, K to 12 graduates are able to engage in productive and creative
undertakings individually or collaboratively.
19. Specific curricular features in the different key stages are discussed in
detail in the succeeding annexes. The K to 12 Program covers 13 years of basic
education with the following key stages:
a. Kindergarten to Grade 3 (Primary School)
b. Grade 4 to 6 (Middle School)
c. Grades 7 to 10 (Junior High School)
d. Grades 11 to 12 (Senior High School)
20. Details about Key Stages 1 and 2 are found in Annex 1, while Annex 2
presents the details on Key Stages 3 and 4. Flexible learning options for learners who
are unable to participate fully in formal schooling due to various reasons are available
through alternative delivery modes and the Alternative Learning System, as discussed
in Annex 3.
Pathways and Equivalencies

21. To enable all learners to attain basic education, pathways and
equivalencies are in place to provide different routes to basic education for over-aged
and adult learners. Their path will be determined by their life and employment
Overall Goal of K to 12:
Holistically Developed Filipino with 21 st Century Skills
Formal Education Alternative Learning

System System
National
K to 12 ALS - K to 12
Curriculum Curriculum
Curriculum
Standards Framework
Framework
School-based Center-based
National
Communitybase
Assessment
Open High d Blended
Framework •
School
Accreditation Learning
Program 0 and Learning
MISOSA 0 Equivalency Modules
IMPACT o Home TESDA
School
National
Night High
Certification
School
Philippine
Education
Placement Test
Graduation and
Moving Up
Figure 1.1 Pathways and Equivalencies in Basic Education
experiences and their purpose for seeking basic education. The conceptual paradigm
in Figure 1.1 shows the pathways and equivalencies between the formal education
system and the alternative learning system.
VI. The K to 12 Conceptual Framework

22. Every learner who completes the K to 12 basic education program will have
been nurtured and developed to become a Filipino with 21st century skills. The
attainment of this objective is founded on the recognition of the nature, contexts, and
needs of learners. The graduates of the K to 12 Program will have the necessary
physical, cognitive, socio-emotional, and moral preparation so they can determine
their own purposes for learning in consideration of current and emerging needs of
their immediate, local, national, and global communities.
PHILOSOPHE-AL. and NATURE OF THE LEARNER NEEDS OF NAT\ONAL
t.EGAL BASES and COMMUN&TY
CONTEXT
NEEDS OF THE LEARNER
suppoev SYSTEM
GO, NGOs
C.O. coeRO, DO,- Seh%i
Figure The K to 12 Conceptual Framework

23. The K to 12 graduate is equipped with the following 21st
century skills: (1) information, media and technology skills; (2) learning
and innovation skills; (3) communication skills; and (4) life and career
skills. These skills are embedded in the curriculum, and gradually
developed through the learning competencies and performance standards.
This is illustrated in Figure 1.2.
9
24. Education provides contextualized practice for the
application of 2 1 st century skills as these are embedded in different
learning areas. When learners finish K to 12 basic education, they are then
able to apply these to life. The DepEd envisions Filipinos who are ready for
four possible exits: employment, entrepreneurship, middle level skills
development, and higher education. These options are shown in Figure 1.3.
Figure 1.3. Curriculum Exits
25. In formal education, learning areas are taught using
interdisciplinary and multidisciplinary approaches. Science is taught in
relation to Math and vice versa. The content in Science, Health, Art, and
Physical Education may become reading materials in English, or the
content in Araling Panlipunan and Edukasyon sa Pagpapakatao may serve
as reading materials in Filipino. What is taught in Science is reinforced by
the lessons in Health. Current issues may be easily integrated in the
curriculum because it is possible to incorporate them in various lessons;
likewise, there are many avenues for discussion and reinforcement.
26. In non-formal education, the learning areas are found in

integrated lessons within the following learning strands of the ALS: (1)
Communication Skills (English and Filipino); (2) Scientific Thinking and
Critical Thinking Skills; (3) Mathematical and Problem-Solving Skills; (4)
Life and Career Skills; (5) Understanding the Self and Society; and (6)
Digital Literacy.
27. In both formal and non-formal education, learning is both

collaborative and contextualized. As such, teaching and learning comes
from a combination of group work or teamwork, triad, dyad, and
independent work. Co-curricular activities and community involvement
complement teaching and learning in the classroom. When learning is
designed this way, there will be many opportunities to connect with
classmates, teachers, peers, family, as well as the community.
Features of the K to 12 Curriculum

28. The learner is at the center of the teaching-learning
process. Thus, the curriculum uses pedagogical approaches that are
constructivist, inquiry-based, reflective, collaborative, differentiated,
appropriate, relevant, and integrative.
29. The curriculum is articulated in terms of standards and
competencies and is seamless, research-based and decongested. It
uses the spiral progression
approach to ensure mastery of knowledge and skills after each level. Information and
Communications Techn010B7 (ICT) competencies have been integrated into the
curriculum to equip learners with skills that will enable them to cope with the
technological demands of our time.
a. K to 12 Curriculum Support System
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30. To ensure the implementation and actualization of the
intended curriculum as contained in the Curriculum Guides, a strong
support system is an essential part of K to 12. The curriculum serves
as basis for the different offices in DepEd to identify the standards for
each curriculum support system component.
Filipino with 21 st Century Skills
Being and Becoming a Whole Person

LEARNING AREAS
SKILLS
Language
Information, Media, and Technology Skills and Livelihood Education (TLE)
Technology
Learning and Innovation Skills Mathematics and Science
Communication Skills
Arts ana Humanities
Life and Career Skills Social Science
Curriculum Support System

Community
Materials, School Schools
In,dusfry
Facilities,ICT Leadership Divisions Teachers Assessment Relevance
and Environmen.t and Technical
and
Equiprnent Management Assistance
Partnerships
Figure 1,4 Curriculum Support System
31. Figure 1.4 identifies the components which make up the
curriculum support system. These components are described more
comprehensively below:
Teachers
32. The K to 12 Reform has changed the landscape of teacher
quality requirements i.n the Philippines. The reform process warrants an
equivalent supportive focus on equipping and preparing teachers to deliver
the K to 12 curriculum. Through D.O. 42 s. 2017, DepEd adopted the
Philippine Professional Standards for Teachers (PPST). Building on the
National Competency-Based Teacher Standards (NCBTS), the PPST
articulates what constitutes teacher quality in K to 12 Reform across well-
defined domains, strands, and indicators that provide measures of
professional learning, competent practice, and effective engagement. The
PPST establishes the standards that define teacher quality through four
career stages: Beginning, Proficient, Highly Proficient, and Distinguished.
It is founded on teaching philosophies of learner-centeredness, lifelong
learning, and inclusiveness, among others.
33. The PPST is operationalized through various mechanisms
including teacher professional development programs, career progression
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and the assessment of progress and teachers, and Learning Action Cells
(LACs). Continuing Professional Development (CPD) as mandated by
R.A. 10912 is also being implemented.
Materials, Facilities, and Equipment

34. Text-based and non-text-based learning resources
suitable to the needs of learners are aligned with the curriculum,
addressing the learning competencies found in the curriculum guides.
Each learning resource is tagged with its corresponding competency
codes. These materials are provided to all learners and teachers for the
enhancement of the learning and teaching process.
35. Text-based learning resources include textbooks (TX),
teacher's manuals (TM), learner's materials (LM), teacher's guides (TG),
readers, and worksheets undergo a rigorous screening and evaluation
process prior to their publication and/or distibution. These learning
resources are also transcribed into Braille. Learning resources for subjects
taught in the mother tongue are contextualized in the regions and divisions.
Modules and Basic Literacy Learning Materials (BLLMs) were developed
for ALS learners based on the enhanced ALS curriculum, while materials
were also created for Madrasah Education. The Learning Resource
Management and Development System (LRMDS) has been developed to
provide an arrangement for assessing, acquiring, adapting, developing,
producing and distributing quality learning and teaching resource materials
for students and teachers. It is supported by the collaborative work among
the central and regional, division, and school personnel on ways of
improving access to quality instructional and learning materials. A database
of the curriculum guides and digital copies of these learning resources
tagged with their respective competency codes are made available and free
to use at the Learning Resource (LR) portal (Irmds.deped.gov.ph). Tagged
print resources include Learner's Materials, Teacher's Guides and ALS
materials which have been previously distributed to schools but are still
relevant for specific learning competencies.
36. Due to the diversity and number of Senior High School

subjects, learning resources are classified into five "course packs", each
with specific learning resources. A reader is recommended for topics that
can stand alone such as Humanities subject, complemented with a teacher's
guide, while a manual is for skills building and procedural topics, as seen
in TVL subjects. Activities can be included in these materials or a separate
activity workbook may be recommended for subjects in the arts. Proposals
for the development and use of videos presenting procedures and lectures
are also made for highly technical subjects in the sciences and TVL, and
specialized subjects in the arts and sports track to aid both learners and
teachers in deepening their understanding of the topics.
37. The non-text-based learning resources are the tools and

equipment for science, math, and technical-vocational-livelihood (TVL)
classes. Their technical specifications have been identified and placed in
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the Tools and Equipment Database and uploaded in the LR portal. Non-text
learning resources have been tagged with competencies using the learning
competency code. These can be found in the curriculum guides uploaded in
the website.
ICT Environment
38. The Department envisions Information a.nd
Communications Techn010U (ICT) as a powerful tool and an important
medium in delivering curriculum content. To identify possible areas for
ICT integration in the teachinglearning process, the ICT Framework will be
discussed in detail in a separate policy issuance. Included in the framework
are the types of contexts and situations wherein ICT integration takes place
(i.e. classroom instruction, distance learning, education services for
learners with disabilities, digital literacy). It also covers tools and systems
used by the Department to support curriculum implementation and sector
management, such as techn01047 packages for learners through the DepEd
Computerization Program (DCP), digital learning resource repositories,
teacher training on ICT and various e-tools, and information systems that
support the delivery of basic education.
Assessment
39. Assessment is conducted through a) classroom-based

assessments, and b) system assessments, which may be national or
international. Classroombased assessment is composed of formative and
summative assessments administered by teachers in their classrooms. It is
discussed in detail in DepEd Order No. 8, s. 2015. In addition, DepEd
Order No. 36, s. 2016 discusses the honors and awards that may be given to
learners at specific points in the school year.
40. On the other hand, the national assessment of student

learning is composed of national large-scale assessments which are
administered to learners at specific times. These are described in
detail in DepEd Order No. 55, s. 2016.
41. The results of the large-scale assessments feed into the

system assessment of DepEd, together with data gathered from
international large-scale assessments, which the Philippines has opted
to participate in for specific learning areas. These national and
international assessments are listed and discussed in DepEd Order
No. 29, s. 2017.
School Leadership and Management

42. The National Educators Academy of the Philippines
(NEAP), together with the Bureau of Human Resources and Organizational
Development (BHROD) lead the implementation of the Professional
Development Program for Principals and Schools Division Superintendents
(SDSs). The new Philippine Professional Standards for School Heads and
13
the Philippine Professional Standards for Supervisors are currently in their
final validation phase.
Schools Divisions Technical Assistance

43. DepEd Order No. 52, s. 2015 enumerates the functions of
all offices at the different levels of governance in DepEd.
44. However, a more detailed iteration of how technical
assistance should be provided to schools and other role/ s that schools
division offices undertake are in the policies released for specific programs.
For example, roles of the various levels of DepEd governance are specified
in DepEd Order No. 12, s. 2015 (Guidelines on the Early Language,
Literacy and Numeracy Program: Professional Development Component) .
45. DepEd Order No. 51, s. 2015 (Guidelines
on the Implementation of the SHS Program in
Existing Public JHSs and ISs, Establishment of
Stand-Alone Public SHSs, and Conversion of
Existing Public Elementary and JHSs Into Stand-
Alone SHSs) and DepEd Order No. 26, s. 17
(Addendum to DepEd Order No. 51, s. 2015) contain
the systems and procedures on the implementation
of SHS.
Community-Industry Relevance and Partnerships

46. Guidelines on Partnerships are
discussed in DepEd Order No. 40, s. 2015. It
itemizes areas for partnerships, steps to be done
to build partnerships, responsible personnel, and
sarnple tools and templates.
VII. Monitoring and Evaluation
47. The Basic Education Monitoring and

Evaluation Framework (BEMEF) has been established
to ensure that the objectives of the program are
met.
48. The K to 12 Program defines the

expected competencies of K to 12 graduates, based
on 21st century skills as contained in the
curriculum. The Enabling Environment refers to the
mechanism for DepEd to ensure all learners develop
holistically. The status of learners informs the
DepEd of how effective its support systems are,
while the Enabling Environment represents the
Department's systems, policies, programs and
projects.
Goat:
14
Alf Filipinos are able to realize their
full potentiaE and contribute
meaningfully to building a cohesive
nation
Outcome:
Holisticatty developed Filipinos
with 21st Century Skills
ready for higher education, entrepreneurship and
work
Figure 1.5 Basic Education Monitoring and Evaluation

Framework
49. The Basic Education Monitoring and
Evaluation Framework shown in Figure 1. 5
presents key education objectives with the
learner's characteristics as the main
indicators of success. This Framework
represents a major shift from the use of
school-level data to explain the performance
of the basic education sub-sector to a more
learner-centered description of learners'
performance and needs.
50. The K to 12 system introduced critical reforms in service
delivery and redefined the competencies expected from basic education
graduates. The outcomes of these reforms shall be measured for the
following purposes:
a. Establishing baseline data/ information relative to the implementation of a
new curriculum;
b. Measuring the effectiveness of curriculum implementation;
c. Providing evidence for planning, programming and policy formulation for
efficient and effective curriculum implementation; and
d. Determining variability within the system across regions in terms of
curricular areas, grade levels and programs.
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51. The wealth of assessment data derived from the following internal and
external assessments shall be utilized in the planning, monitoring and evaluation
(M&E) cycles of the Department:
a. Large-scale assessments measure student learning outcomes in

particular learning areas. Internal/ national assessments are conducted
by the Department of Education. External/ international assessments
are conducted by international organizations such as the Organization
for Economic Cooperation and Development (OECD) and the
International Association for the Evaluation of Educational
Achievement (IDA). The Department of Education may select which
international assessments to participate in.
b. System assessment measures the effectiveness of an educational system. It
is designed to determine the degree to which the system goals are achieved
across regions, curricular areas and learners. It also provides evidence and
data that may be used for monitoring and evaluation.
c. Student learning outcome is the totality of information, knowledge,
understanding, attitudes, values, skills, competencies or behaviors an
individual is expected to master upon successful completion of an
educational program (UIS, 2011). The outcome of these teaching-learning
educational processes is usually measured through standardized tests. The
test results can be used as proxy indicator to measure effectiveness of the
educational system.
52. The Bureaus under the Office of the Undersecretary for Curriculum
and Instruction, and their counterparts at the Region and Division level shall be
responsible in the execution of this monitoring and evaluation framework, for
reporting to the Secretary and the rest of the Department leadership.
Vlll. References
1987 Constitution of the Republic of the Philippines
Association of Southeast Asian Nations. "ASEAN
Qualifications Reference Framework. "
http://asean.org/asean-economic-community/sectoralb
odies-under-the-purview-of- aem/ services/ asean-
qualificationsreference-framework/ (accessed 2
June, 2017)
Batas Pambansa Bilang 232, "Education Act of 1982"
Board of National Education, General Policies on

Education, 1967-1972, 19511961 & 1958-1960
Care, Esther and Ramon Bacani, "Analysis of Basic Education of the
Philippines: Implications for the K to 12 Education Program,"
2012.
16
Department of Education Order No. 62, s. 2011,
"Adopting the National Indigenous People Education
Policy Frarnework."

"Creation of the Indigenous Peoples Education
Office."

"Implementing Rules and and Regulations of Republic
Act (RA) no. 10157 Otherwise Known as "The
Kindergarten Education Act"

"Guidelines on the Assessment and Rating of
Learning Outcomes Under the K to 12 Basic Education
Curriculum. "
Department of Education Order No. 8, s. 2015, "Policy

Guidelines on Classroom Assessment for the K to 12
Basic Education Program."

"Adopting the Indigenous Peoples Education
Curriculum Framework."
Department of Education Order No. 52, s. 2015, "New

Organizational Structures of the Central, Regional,
and Schools Division Offices of the Department of
Education."
Department of Education Order No. 47, s. 2016, "Omnibus

Policy on Kindergarten Education. "
Department of Education Order No. 55, s. 2016, "Policy

Guidelines on the National Assessment of Student
Learning for the K to 12 Basic Education Program."

"National Adoption and Implementation of the
Philippine Professional Standards for Teachers
(PPST) "
Implementing Rules and Regulations of R.A. 10533, "The

Enhanced Basic Education Act of 2013."
Presidential Decree 603, Children and Youth Welfare Code.
Republic Act 10157, "Kindergarten Education Act of 2012"
Republic Act 10533, "The Enhanced Basic Education Act of 2013"
17
Republic Act 8980, "The Early Childhood Care and Development Act"
Republic Act 9155, "Governance of Basic Education Act of 2001"
Republic Act 9442, "An Act Amending RA 7277 otherwise known as the "Magna
Carta for Disabled Persons and Other Purposes," http : / / .ncda. gov .ph /
disability-laws / repu blic-acts / republic- act9442/ (accessed 9 May 2017)
UNESCO Institute for Statistics, "Learning Outcomes definition,"

unesco.o.r a en lossarv-term learnin -outcomes (accessed 3
March 2-2019)
18
ANNEX 1: ELEMENTARY EDUCATION
1. Introduction
1. Elementary education is crucial to the promotion of the child as an
individual, a member of a family and community, and a learner in school. Developing
children for life and learning is based not only on knowledge of children's
developmental milestones. Teachers should also understand the child's social, cultural,
community and family backgrounds, and the current circumstances in which the child
finds himself/ herself. These backgrounds lead to diversity in childhood and shape
different patterns of development and learning.
2. The objectives of elementary education, as stated in Batas Pambansa

(BP) No. 232, or The Education Act of 1 982, are:
a. To provide the knowledge and develop the skills, attitudes, and values
essential to personal development and necessary for living in and
contributing to a developing and changing social milieu;
b. To provide learning experiences that increase the child's awareness of
and responsiveness to the changes in and just demands of society, and
to prepare him/her for constructive and effective involvement;
c. To promote and intensify the child's knowledge of, identification with, and
love for the nation and the people to which he/she belongs; and
d. To promote work experiences that develop the child's orientation to the
world of work and creativity, and prepare himself/ herself to engage in
honest and gainful work.
Kindergarten Education
3. As defined in the Enhanced Basic Education Act of 2013, Kindergarten

is the first stage of compulsory and mandatory formal education, which consists of
one (1) year of preparatory education for children at least five (5) years old as a
prerequisite for Grade 1.
Elementary Education
4. The Enhanced Basic Education Act of 2013 also articulates that
elementary education refers to the second stage of compulsory basic education, which
consists of six (6) years. The entrance age to this level is typically six (6) years old,
which is the age requirement for Grade 1.
5. Elementary education is specifically represented by elementary grades.

Elementary grades refer to the grade levels in the elementary from Grade 1 to Grade
6. These are composed of two key stages of the K to 12 Curriculum, namely, Key
Stage 1 (Kindergarten to Grade 3) and Key Stage 2 (Grades 4-6). The learners in the
elementary grades are generally from six (6) years old to twelve (12) years old.
6. The main purpose of elementary education is to help learners develop a

solid base of literacy, numeracy, social and inquiry skills that will provide a strong
foundation for lifelong learning. The outcomes are intended to engage them in rich,
19
vibrant, culture-based and meaningful experiences in which they develop
understanding that both relate to and make connections across specific learning areas.
Il. Characteristics of Learners in the Elementary School
7. To provide context to the educational goals of elementary education, it
is necessary to have a basic understanding of the developmental characteristics
and expectations of young learners. The nature and characteristics of learners
are the primary considerations in shaping the K to 12 curriculum.
A. Early Childhood (Age O to 8)
8. Early childhood is a critical period in the formation of the child's
intelligence, personality, and social behavior. From age O to 4 years old, children are
developing quickly in all aspects of development, namely, physical, cognitive,
socialemotional, and language development.
9. From 5 to 8 years old, children's physical growth slows down a

little, but great strides in gross and fine motor coordination take place. Their
organ systems (muscular, skeletal, nervous, respiratory, circulatory, and
immune systems) are maturing, thus it is important that their health and
nutritional needs are met.
10. Cognitively, children's speech and language abilities develop, allowing
them to increasingly use language and symbols to learn more about the world around
them. They use speech to communicate with others (social speech) and to gain control
over their own actions (private speech). Children at this stage use symbols that allow
them to think creatively and slowly as they are learning to process information
logically. They can be easily frightened by new or strange events, as they sometimes
get carried away by their imaginations in the process of learning to distinguish fantasy
from reality.
1 1 . As they develop the ability to take perspectives different from their own,
children move from being egocentric to having a stronger sense of others. They also
develop the capacity to share and take turns, and they are able to play cooperatively
with their peers. Play is an important avenue for learning and development at this age.
It develops social skills and enhances cognitive ability as it improves creativity and
symbolic thinking.
12. At this age, children are also learning their identities. They learn what is
expected of them by observing and imitating models, who are usually their parents,
but can also be other significant people like older siblings, teachers, or peers.
13. The National Early Learning Framework (NELF) developed by the Early
Childhood Care and Development Council (ECCD) in 2010 provides 16 principles
that can serve as guide to the understanding of the young learners. These are
categorized according to child growth and development, learning and development
programs, and assessment of learning. Below are 15 of the Principles of Early
Childhood Education (ECCD Council, 2010) that we find relevant for Elementary
Education:
20
On Child Growth and Development
a. Every child is unique. Growth and development vary from child to child,
for whom the first six years of life are most vital. He/she has an innate
desire to learn, and this is best done through meaningful and real
experiences.
b. Every aspect of growth and development is interrelated and
interdependent. The child needs to be nurtured in a good and caring
environment that enhances healthy and dependable relationships
with other children and most significant adults.
c. The learning and development of every child involve a series of complex
and dynamic processes that are best attended to in a positive and
responsive manner.
d. The child must be encouraged to aim beyond one's own level of
achievements and to practice newly acquired competencies.
e. Every child is a thinking, moving, feeling human being able to actively
participate in the learning and development of self in the context of one's
family and community, including cultural and religious beliefs.
On Learning Program Development

a. The learning program is child-centered. Children are engaged as active
learners through play, the context for early learning and development. It
promotes the holistic way by which young children grow and develop,
and recognizes the role of families and communities in supporting the
child through various stages of growth and development.
b. The learning program is appropriate for developing the domains, and
must sustain interest in active learning of all young children including
those with special abilities, in marginalized situations, and/or those at
risk.
c. The learning program is implemented by way of diverse learning
activities that may be enhanced with multimedia technologies such as
interactive radio, audio and/or video clips, and computer-enhanced
activities.
d. The use of locally developed and/or locally available learning materials
and other resources is encouraged.
e. Mother tongue shall be used as the child's language of learning in the
early years and shall be recognized as a bridge language of learning.
On Learning Assessment
a. Assessment monitors learning and ascertains where the child is at— vital
information that would advise teachers and parents of the child's
progress.
b. Assessment is crucial to identifying the child's total developmental needs
and does not determine academic achievement.
c. Assessment is best conducted on a regular basis so that timely response
or intervention can be made to improve learning.
21
d. Ratings should also be qualitative and descriptive and not only
numerical.
e. The family and community may be informed of the general outcomes of
learning so as to encourage further cooperation and partnerships.
B. Middle Childhood (Ages 9 to 12)

14. Children in middle childhood become increasingly more coordinated and
integrative in their motor and perceptual skills resulting in increased physical
coordination and strength. Their small muscles develop rapidly, making playing
instruments, hammering, or building things more enjoyable. Manual dexterity also
develops, and children become better at cutting, coloring, drawing, and similar
activities. Physical activity (e.g. sports, outdoor play) is important to help children
continue to develop their gross motor skills as well as improve their overall health and
fitness.
15. Children's ability to learn grows substantially at this age because of their
increasing capacity to think conceptually, solve problems, and use language. At this
age, children should have acquired the ability to read, write, compose, compute,
inquire, and work with others. They can now use these skills and abilities as tools for
learning. They are able to think more logically and make mental representations of
objects and events. As in early childhood, children still learn best through active
engagement. For example, children will learn more effectively about road safety by
moving cars, blocks, and toy figures rather than sitting and listening to an adult
explain the rules. Their capacity to remember (memory) also improves greatly by
middle childhood, and this helps them learn even more.
16. Children's self-concept (how they see themselves) at this age is
influenced in large part by their physical, intellectual, and social skills. Positive
selfesteem develops when children see themselves as competent and able to master
the skills they consider important in their lives. A positive self-concept, in turn,
impacts greatly on their personality development. Children who like themselves tend
to be happier and more confident, and vice versa. At this age, children are also
spending more and more time with their peers, rather than with their parents or
families. Through spending time and interacting with peers, children develop their
social skills and sense of belonging. They also become more motivated to achieve and
learn. Cooperative learning tasks are thus suitable vehicles for learning at this stage of
development. Guidance on developing friendships and how to influence others
positively promote their socio-emotional development.
Ill. Key Stage 1: Kindergarten to Grade 3

17. Beginning at an early age, learners must be cared for and provided
with all opportunities to address their developmental needs for lifelong learning.
To contribute to fulfilling the goals of elementary education, the Kindergarten
to Grade 3 curriculum aims to:
a. Provide learners with opportunities to engage in meaningful and culture-
based learning experiences, and provide learners access to carefully
22
selected and developmentally appropriate learning materials and
resources;
b. Introduce learners to:
1. The sense of self and community li. Concepts and
ideas in the different learning areas iii. A positive attitude
towards learning; and
c. Equip learners with fundamental literacy and numeracy skills, and
competencies needed for academic success in the later key stages.
18. As such, the following programs are implemented within the first key stage
of the K to 12 Basic Education Program to enable young learners to develop and
learn.
A. The Kindergarten Education Program
19. The Kindergarten Education (KE) is a basic education program which
aims for all five-year-old children to achieve the standards and competencies expected
of them, taking into account their diverse backgrounds, prior knowledge experiences,
skills, attitudes, personal traits, and interests.
20. The KE Program aims to contribute positively to the development of
young children by providing them with more structured learning experiences to
effectively promote their physical, social, cultural, emotional, and intellectual
development, including values formation, to sufficiently prepare them for further
schooling.
21. Achievement of universal Kindergarten or provision of KE to all will
increase young learners' chance of completing formal schooling, reduce incidence of
school leavers, and ensure better school performance (DO 47, s. 2016).
Curriculum
22. The Kindergarten curriculum has been designed to integrate
developmentally appropriate content and pedagogies that are consistent with the
way children think, learn, and relate with others. Fundamental skills
development, content integration, and play are key features of the curriculum
and its delivery mechanisms.
23. Following the Mother Tongue-Based Multilingual Education

(MTBMLE) Program, the use of the learner's mother tongue as medium of teaching
and learning is among the most distinct features of the Kindergarten curriculum and
Key Stage I onwards to Grades 1 to 3.
24. The following are key features of the MTB-MLE Program:
a. Acknowledges and cultivates what the learners already know, and builds
on the learner's prior knowledge to move to new knowledge.
b. Builds a strong foundation for literacy in the learner's first language,

which becomes a good bridge to learning other languages.
23
c. Uses locally relevant or culturally familiar concepts to help learners understand concepts
prescribed in the curriculum.
d. Emphasizes understanding, meaning, and communication as well as skill development

(Dekker, 2001).
25. Details of the MTB-MLE Program, including the Language Transition

Program, will be discussed further in the MTB-MLE policy to be issued.
26. The Kindergarten curriculum is represented through the

Kindergarten Curriculum Guide (KCG), which articulates the standards and
competencies appropriate for five (5)-year-old Filipino learners. The KCG is
the basis for daily activities spelled out in the Teacher's Guide.
ntSEtF
*düiues Education
8
Gaea
Physicat
Figure 1.1: Kindergarten Curriculum Framework

27. Figure 1.1 illustrates the Kindergarten Curriculum Framework. The
items in rectangles show the theoretical bases for teaching-learning in the early years,
which are founded on constructivism, integrative, thematic, collaborative, inquiry—
based, and reflective teaching in play-based approaches with application of
Developmentally Appropriate Practices (DAP). These support the principles of child
growth and development, and the learning program development and assessment.
28. The circles, on the other hand, signify the system of how Kindergarten
Education is to be employed. The interlocked ellipses represent the learning domains
24
that must be nurtured and equally imparted to holistically develop children. It also
forms a flower that portrays the gradual unfolding but steady development that is
expected of every child. The child is seen as being in the process of blossoming —
like a flower bud whose development should not be forced lest it lose its chance to
fully mature. The domains are enclosed by the Learning Areas children will meet in
Grade 1 onward, for which they are being prepared. The outermost layer indicates the
Curricular Themes upon which the Teacher's Guide is designed.
Instruction
29. Many opportunities for play and active involvement in concrete and
meaningful experiences are provided in Kindergarten. Play is essential to healthy and
holistic child development, as it gives children opportunities to learn about and
understand their world and practice newly acquired skills. Play is also essential in
building children's self-confidence, problem-solving, and cooperative learning skills
that prepare them for lifelong learning. The varied play-based activities in
Kindergarten lead the learners to becoming emergent literates, and help them to
naturally acquire the competencies to develop holistically. This also leads them to
become willing risk takers, and ready to tackle formal school work (DO 47, s. 2016).
30. In the Kindergarten curriculum, the following domains are developed

holistically:
a. Socio-emotional Development
b. Values Development
Physical Health and Motor Development
d. Aesthetic/ Creative Development
e. Mathematics
f. Understanding of the Physical and Natural Environment
g. Language, Literacy, and Communication
31. When progress is noted in one developmental domain, it will

consequently impact other domains. The contents of the developmental domain are
defined by learning expectations.
Table 1.1: Kindergarten Time Allotment

Kinder Daily Activities Time Allotment
Blocks of time No. of minutes dail
Arrival time 10
Meetin Time 1 10
Work Period 1 45
Meetin Time 2 10
Recess 15
Quiet Time 10
25
Stories Rhymes Poems Songs 15
Work Period 2 40
Indoor Outdoor Games 20
Meetin Time 3 5
Total Time in minutes 180
Total Time in hours 3
32. Kindergarten follows a class program known as the Blocks of Time.
Following the daily routine helps children feel safe while supporting and encouraging
them to take risks and work cooperatively with others. Table 1.1 outlines an indicative
schedule, description of activities, and sample competencies that can be developed in
each block of time. The Kindergarten teacher may be flexible in the use of class time
to meet learning objectives for a day and to give children ample time to explore and
discover what they can do. In addition to the daily activities in Table 1.1 however, two
thirty-minute sessions should be allotted per week for Homeroom. See Annex 11 for
program details on the Homeroom Guidance Program Policy for program details.
B. The Grades 1 to 3 Program

33. The Grades 1 to 3 Program serves as a springboard for formal schooling.
This is where learners are initially exposed to learning areas taught in separate blocks
of time. The learners in Grade 1 are generally six (6) years old, while those in Grade 2
are seven (7) years old. Grade 3 learners are usually eight (8) years old.
Learning Areas under the Grades 1 to 3 Program

34. In Grades 1 and 2, there are seven (7) learning areas, namely, Mother
Tongue; Filipino; English; Mathematics; Araling Panlipunan; Music, Art, Physical
Education and Health (MAPEH); and Edukasyon sa Pagpapakatao (ESP). In Grades 1
and 2, Science is not included. The learning areas in Grade 3 are the same as the
learning areas in Grades 1 and 2; however, in Grade 3, Science is already included as
a separate learning area. Though Science is not taught as a separate learning area in
Grades 1 and 2, Science concepts are integrated in the other learning areas.
35. All learning areas have a Curriculum Guide (CG) with program
standards, learning area standards, course description, and key stage standards
from Grades 1 to 3. Additionally, the CGs also articulate grade level standards
and content standards and performance standards for each quarter.
36. The curriculum guide for the learning areas is anchored on a

conceptual framework for the teaching of the subject found in the curriculum
guides. Each conceptual framework contains the goals of teaching the subject,
and the teaching methods and approaches. This is presented with a schematic
diagram and an accompanying write-up in the curriculum guides for each
learning area. Table 1.2 provides a summary description of each learning area in
Grades 1 to 3:
26
Table 1.2: Grades 1 to 3 Curriculum
Grades 1 to 3 Curriculum
Grade Level Grade 1 Grade 2 Grade 3
Learning
Description
Area
Mother This subject covers This subject covers the The subject covers the
Tongue basic communication further development of further development of
communication skills.
skills. Learners are communication skills.
able to talk about
Learners are able to Learners are able to talk
farniliar topics using talk about a variety of about a variety of topics
simple words, use topics using using expanding
both verbal and developing vocabulary vocabulary and phrases,
nonverbal cues to and simple phrases show understanding of
understand spoken and sentences, spoken language in
language , understand understand simple to different contexts using
basic vocabulary and complex spoken both verbal and
language structures, language using both nonverbal cues,
the reading process verbal and nonverbal understand vocabulary
and the writing cues, understand and language structures
system, and
vocabulary and and cultural aspects of
appreciate aspects of the language, and read
language structures,
one's culture. and
appreciate and
understand the cultural
aspects of the
language and the
writing system
Learning
Description
Area
used, and reads and write literary and
writes simple and short informational texts.
literary and
informational texts.
Filipino This subject covers: This subject covers: This subject covers:
pasalita at pangunahing diwa ng pangunahing diwa ng
dipasalitang paraan tekstong binasa o tekstong binasa o
27
ng pagpapahayag, napakinggan, paggamit napakinggan,
pagtugon nang ng mga kaalaman sa pagbibigay ng kaugnay
naaayon, at mabuting wika, pagbasa nang o katumbas na teksto,
pagbasa at pagsulat may wastong paglilipon paggamit ng mga
upang maipahayag at ng mga salita, maayos kaalaman sa wika,
maiugnay ang na pagsulat upang pagbasa nang may
sariling ideya, maipahayag at wastong palipon ng
damdamin at maiugnay ang sariling mga salita at maayos na
karanasan sa mga ideya, damdamin at nakasulat gamit ang
narinig at nabasang karanasan sa mga iba't ibang bahagi ng
mga teksto ayon sa narinig at nabasang pananalita upang
kanilang antas o lebel mga teksto ayon sa maipahayag at
at kaugnay ng kanilang antas o lebel at maiugnay ang sariling
kanilang kultura. kaugnay ng kanilang ideya, damdamin at
kultura. karanasan sa mga
narinig at nabasang
mga teksto ayon sa
kanilang antas o lebel
at kaugnay ng kanilang
kultura.
English The subject covers The subject covers The subject covers
listening for listening critically to listening critically to
comprehension, one-two paragraphs; the get information from
speaking clearly, and use of appropriate text heard,
use of appropriate expressions in varied independence in using
expressions in talking situations; reading of the basic language
about oneself, family, texts for pleasure and structure in oral and
and other social information critically in written communication,
context interactions. meaningful thought and reading with
units; responding comprehension.
properly to
environmental prints
likes signs, posters,
commands, and
requests; and writing
legibly simple sentences
and messages in cursive
form.
Learning Description
28
Area
Science The subject focuses The subject focuses on The subject focuses on
on the use of senses the use of senses to the functions of the
to locate and describe explore, describe the different parts of the
the external parts of functions of their senses; body and things that
their body; to identify compare two or more make up their
external parts of objects using two or surroundings—rocks
animals and plants; to more properties; sort and soil, plants and
tell the shape, color, things in different ways animals, the Sun,
texture, taste, and size and give a reason for Moon, and the stars.
of things around doing so; describe the The focus is also on the
them; to describe kind of weather or classification of things
similarities and certain events in the as solid, liquid, or gas,
differences given two home or school and how objects move and
objects; to express how these are what makes them
differentiate sounds affecting them; do move, sources and uses
produced by animals, simple measurements of of light, heat, sound,
vehicles, and musical length, tell why some and electricity, and
instruments; to things around them are changes in the
illustrate how things important; decide if conditions of their
move; to describe the what they do is safe or surroundings. These
weather and what to dangerous; give would lead learners to
do in different suggestions on how to become more curious
situations; to use prevent accidents at about their
appropriate terms or home; practice surroundings,
vocabulary to electricity, water, and appreciate nature, and
describe these paper conservation; help practice health and
features; to collect, take care of pets or of safety measures.
sort, count, draw, take plants; and tell short
things apart, or make stories about what they
something out of the do, what they have seen,
things; to practice or what they feel.
healthy habits (e.g.
washing hands
properly, choosing
nutritious food) and
safety measures (e.g.
helping to clean or
pack away toys,
asking questions and
giving simple
answers/ descriptions
to probing questions).
29
Learning
Description
Area
Math The subject covers The subject covers key
key concepts and concepts and skills The subject covers key
concepts and skills
skills involving involving numbers and involving numbers and
numbers and number number sense (whole number sense (whole
sense (whole numbers up to 1 000, numbers up to 10 000;
numbers up to 100, ordinal numbers up to ordinal numbers up to
ordinal numbers up to 20 th , money up to 100 th ; money up to
PhP1 OOO;the four
10th , money up to PhPIOO, the four fundamental operations
PhP100, addition and fundamental operations of whole numbers;
subtraction of whole of whole numbers, and proper and improper
numbers, and unit fractions) ; fractions; and similar,
fractions h and 1/4); geometry (basic shapes, dissimilar, and
equivalent fractions) ;
geometry (2- and symmetry, and
geometry (lines,
3dimensional tessellations); patterns symmetry, and
objects); patterns and and algebra (continuous tessellations); patterns
algebra (continuous and repeating patterns and algebra
and repeating patterns and number (continuous and
and number sentences) ;measuremen repeating patterns and
number sentences) ;
sentences) ; t (time, length, mass, measurement
measurement (time, and capacity) ; and (conversion of time,
nonstandard measures statistics and probability length, mass and
of length, mass, and (tables, pictographs, and capacity, area of
capacity); and outcomes) as applied— square and rectangle);
statistics and using appropriate and statistics and
probability (tables, techn010U-—in critical probability (tables, bar
pictographs, and thinking, problem graphs, and outcomes)
outcomes) as applied solving, reasoning, as applied—using
—using appropriate communicating, making appropriate
technology—in connections, critical
critical thinking, representations, and thinking, problem
problem solving, decisions in real life. solving, reasoning,
reasoning, communicating,
communicating, making connections,
making connections, representations, and
representations, and decisions in real life.
decisions in real life.
30
AP The subject covers The subject covers:
the following: kamalayan, pag- The subject covers:
malawak na pagunawa
kamalayan at unawa at
at pagpapahalaga
pagunawa sa sarili pagpapahalaga sa
ng mga komunidad ng
bilang kasapi ng kasalukuyan at
Pilipinas bilang bahagi
pamilya at paaralan nakaraan ng ng mga lalawigan at
at pagpapahalaga sa kinabibilangang rehiyon ng
komunidad, gamit ang
Learning
Description
Area
kapaligirang pisikal konsepto ng bansa batay sa (a)
gamit ang konsepto pagpapatuloy at katangiang pisikal, (b)
ng pagpapatuloy at pagbabago, kultura, (c) kabuhayan,
pagbabago, kapangyarihan, at at (d) pulitikal, gamit
interaksyon, distansya pamumuno ang malalim na
at direksyon at konsepto ng
pananagutan,
tungo sa pagpapatuloy at
pangangailangan mga
pagkakakilanlan pagbabago, interaksyon
bilang indibidwal at kagustuhan, ng ng tao at kapaligirang
kasapi ng pangkat ng pagkakilanlan, at pisikal at sosyal.
lipunan at simpleng konseptong
ng
komunidad. heograpikal tulad
ng
lokasyon mga
pinagkukunang-yaman
at ng mga saksi
kasaysayan tulad
tradisyong oral at labi
ng kasaysayan.
Music The subject covers The subject covers the The subject covers the
the fundamental basic and fundamental basic and fundamental
processes in music processes in music and processes through
and art, through art, through performing, creating,
performing, creating, performing, creating, listening and observing,
listening and listening and observing, and responding, toward
observing, and and responding. the development of
responding. appreciation of music
and art, and the
31
acquisition of basic
knowledge and skills.
Arts The subject covers The subject covers basic The subject covers
the fundamental and fundamental basic and fundamental
processes in music processes in music and processes through
and art, through art, through performing, creating,
performing, creating, performing, creating, listening and observing,
listening and listening and observing, and responding, toward
observing, and and responding. the development of
and art, and the
Physical The subject covers The subject covers The subject covers
Education singing games, action activities in different challenging activities
songs, simple games, locomotor, non- in different locomotor,
Learning
Description
Area
particularly chasing/ locomotor and non-locomotor and
fleeing-type games manipulative activities, manipulative activities,
and mimetics. folk dances, rhythmic simple folk dance,
routines (ribbon, hoop, rhythmic routines
balls, indigenous/ (ribbon, hoop, balls,
improvised materials), etc.), lead-up and
relays, and races. organized games
(indigenous) , and
corrective exercises.
32
Health The subject covers the The subject covers The subject covers
essential concepts personal health; family nutrition; prevention
related to nutrition and health; the prevention and control of diseases
personal health as well and control of diseases and disorders;
as knowledge in and disorders; as well consumer health; and
community and
injury-prevention,
as injury prevention, environmental health—
safety and first aid, as
safety and first aid, factors that facilitate
factors in facilitating
the development
the development of which are factors that
of healthy habits and
healthy habits and facilitate the
practices.
practices among development of healthy
individuals. habits and practices.
Edukasyon sa The subject covers: The subject covers: The subject covers:
Pagpapakatao
pag-unawa sa mga pag-unawa sa pag-unawa sa mga
paraan ng paggalang pagpapakikita ng mga gawain na nagpapakita
sa sarili, kapwa, kilos na nagpapahalaga ng pagpapahalaga
bansa at Diyos bilang sa sarili, kapwa, bansa, tungo sa maayos at
gabay tungo sa Diyos at sa Kanyang masayang pamumuhay
maayos at masayang mga nilikha bilang na may mapanagutang
tahanan at paaralan. patnubay sa maayos at pagkilos at
masayang paaralan at pagpapasiya para sa
pamayanan. sarili, kapwa,
pamayanan, bansa, at
Diyos.
37. Table 1.3 below shows the time allotment for Grades 1 to 3.
Table 1.3: Time Allotment for Grades 1 to 3
38. As stipulated in DO 31, s. 2012, the time allotment for each subject is the
minimum period for class interaction. The learning time can be extended to include
off-school learning experiences at home or in the community for transfer of learning
33
to real- life situations as provided for in the curriculum. Likewise, schools are
encouraged to apportion time for arrival and assembly, library works, learning
stations, reading and play exercises, lunch and recess, remediation and other related
tasks.
39. Learning Stations provide time for Grades 1 to 3 students to investigate
further any topic from any learning area with minimum supervision from the teacher.
The stations may be for additional practice, enrichment, interest, or exploration.
40. Learners are provided hands-on activities on topics from the week's
lessons, which may be accomplished individually, with a partner, or in a small group.
The activities that learners may perform at the learning stations are explained by the
teacher at the beginning of each week.
41. In addition to the activities shown in Table 1.3, Grades 1 to 3 classes

should have one forty-minute (40 min.) session allotted per week for Homeroom.
42. Co-curricular activities, which are an extension of formal learning

experiences, are provided to tap into and enrich the varied intelligences and skills of
the learners. These come in the form of clubs, which are scheduled twice a month at
30 minutes per session. Various contests such as the National Schools Press
Conference (NSPC) and the National Festival of Talents (NFOT) held annually by the
DepEd also provide avenues to showcase the wide array of learners' aptitudes.
43. The medium of teaching and learning for this stage of the Basic
Education Program observes a transition from the dominance of the mother tongue,
which is used from Kindergarten until the 2 nd quarter of Grade 1, to the
accommodation of both Filipino and English, which are used in the 2 nd and 3 rd
quarters of Grade 1 respectively until the end of the Program.
c. Assessment for Kindergarten to Grade 3 Learners
44. The primary means of assessing Kindergarten learners is through
observation throughout the different blocks of time. Assessment in Kindergarten is
designed to help teachers understand learners' individual strengths and weaknesses,
and enables teachers to design appropriate learning activities for them. Qualitative and
non-numerical recording and grading systems are used to describe how Kindergarten
learners are performing vis-ä-vis the expected learning outcomes outlined in the
Kindergarten Curriculum Guide.
45. Formative and summative classroom assessments are given from Grades
1 to 3 to improve student learning outcomes. DepEd Order 8, s. 2015 discusses
formative and summative assessments done in the classroom. Formative assessment is
an ongoing process of providing learners with immediate feedback on how well they
are learning. The results of this type of assessment are documented but not included in
computing learner's grades. Summative assessment, on the other hand, is used to
measure whether learners have met the content and performance standards. The
results of summative assessment are used as bases for computing learners' grades.
46. At the end of Grade 3, learners will be assessed through a national
assessment to check if they are meeting key stage standards and evaluate the
effectiveness of the Kindergarten to Grade 3 programs. Beginning School Year 2016
34
— 2017, DepEd shall conduct the Early Language, Literacy, and Numeracy
Assessment (ELLNA) for Grade 3 learners. ELLNA, in a multiple-choice format,
shall measure Grade 3 learners' language skills using learning area content and
numeracy skills. Moreover, English, Filipino, and Mother Tongue shall be the
languages of assessment for ELLNA. DepEd Order 55, s. 2016 discusses the details
of the ELLNA.
IV. Key Stage 2: The Grades 4 to 6 Program

47. Grades 4 to 6 provide opportunities for enhancement and application of
learned literacy and numeracy competencies to varied content areas. What students
have learned in Kindergarten to Grade 3, they should be able to apply in Grades 4 to
6.
48. The objectives of Key Stage 2 are to provide learners avenues for:
a. Further enhancement of literacy and numeracy skills as preparation

for the academic demands of high school;
b. Application of higher order thinking skills to be able to adjust, decide,
and respond appropriately to varied situations; and
c. Further development of knowledge, skills, and attitudes to participate
effectively in community- and nation-building activities.
49. From Grades 4 to 6, the following are the required learning areas—
Filipino, English, Science, Mathematics, Araling Panlipunan, Edukasyong Pantahanan
at Pangkabuhayan (EPP), Music, Art, Physical Education and Health (MAPEH), and
Edukasyon sa Pagpapakatao (ESP). The table below provides a summary description
of each learning area in Grades 4 to 6:
Table 1.4: Grades 4 to 6 Curriculum


Learning
Description
Area
Filipino The subject covers: The subject covers: The subject covers:
pagbasa, pagsulat, at pakikipagtalastasan, pakikipagtalastasan,
pakikipagtalastasan mapanuring pag-iisip, mapanuring pag-
nang wasto upang at pagpapahalaga sa iisip, at
maipahayag ang panitikan at kultura sa pagpapahalaga sa
kaalaman, ideya, at
pamamagitan ng iba 't wika, panitikan, at
damdaming angkop sa
ibang teksto/ kultura upang
kaniyang edad at sa
kulturang babasahing lokal at makaambag sa
kinabibilangan at pambansa. pagunlad ng bansa.
nakikilahok sa
35
pagpapaunlad ng
pamayanan.
English The subject covers: The subject covers: The subject covers:
various text types and different text types, communication of
expression of ideas logical expression of feelings and ideas
accurately in both oral ideas in oral and orally and in writing
and written forms, use written forms, and with a high level of
of the language to meet reading to meet various proficiency, and
everyday needs, and needs. various text types and
independent reading to materials to serve
extract relevant learning needs in
information from meeting a wide range
various text types. of life's purposes.
Science The subject covers: The subject covers: The subject covers:
changes in some properties of materials different separation
observable properties of and changes in techniques; useful
materials when mixed properties due to mixtures such as
with other materials or certain conditions; food, drinks and
when force is applied on healthful and hygienic herbal medicines;
them; materials that do practices related to the how the different
not decay and the use of reproductive system organ systems of the
this knowledge to help after describing human body work
minimize waste at changes that together;
home, school, and in the accompany puberty; classification of
community; functions of different modes of plants based on
the different internal reproduction among reproductive
parts of the body in plant and animal groups structures, and
order to practice ways to and conduct an animals based on the
maintain good health; investigation on presence or lack of
classification of plants pollination; importance backbone;
of estuaries and investigation on plant

Learning
Description
Area
and animals according intertidal zones and propagation; large
to where they live and their preservation; ecosystems such as
interactions among movement of objects rainforests, coral
living things and their in terms of distance reefs, and mangrove
36
environment; traits of and time traveled; swamps; friction and
animals and plants that materials and their gravity; and heat,
help them survive in the reactions to heat, light, sound,
environment; the effects light, and sound; electricity, and
of push or pull on the changes that earth motion as forms of
size, shape, and energy; earthquakes
materials undergo;
movement of an object; and volcanic
emergency plans with
types of soil that is best eruptions and what to
for certain plants; families in do when they occur;
importance of water in preparation for weather patterns in
daily activities; and typhoons; patterns in the course of a year;
importance of the Sun to the natural events by the solar system, with
life on Earth. observing the emphasis on the
appearance of the motions of the Earth
Moon. as prerequisite to the
study of seasons in
another grade level.
Math The subject covers: The subject covers: The subject covers:
understanding and understanding and understanding and
appreciation of key appreciation of key appreciation of key
concepts and skills concepts and skills
involving numbers involving numbers concepts and skills
and number sense and number sense involving numbers
(whole numbers up to (whole numbers up to and number sense
100,000, multiplication 10,000,000, order of (divisibility, order of
and division of whole operations, factors and operations, fractions
numbers, order of multiples, fractions and and decimals
operations, factors and decimals including including ratio and
multiples, addition and money, ratio and proportion, percent,
subtraction of fractions, proportion, percent) ; integers) ; geometry
and basic concepts of geometry (polygons, (plane and solid
decimals including circles, solid figures); figures) ; patterns and
money); geometry patterns and algebra algebra (sequence,
(lines, angles, triangles, (sequence and number expression, and
and qu adrilaterals) ; sentences) ; equation) ;
patterns and algebra measurement (time, measurement (rate,
(continuous and circumference, area, speed, area, surface
repeating patterns and volume , and area, volume, and
number sentences) ; temperature) ; and meter reading); and
measurement (time, statistics and statistics and
37
Learning
Description
Area
perimeter, area, and probability (tables, line probability (tables,
volume); and statistics graphs and pie graphs,
and probability (tables, experimental and
bar graphs, and simple probability) as applied experimental and
experiments) as applied —u sing appropriate theoretical
—using appropriate techn01047—in critical probability) as
critical thinking, problem applied—u sing
thinking, problem solving, reasoning, appropriate
solving, reasoning, communicating, techn010U—in
communicating, making making connections, critical
connections, representations, and thinking,
representations, and decisions in real life. problem solving,
decisions in real life. reasoning,
communicating,
making connections,
representations, and
decisions in real life.
AP The subject covers: The subject covers: The subject covers:
pagka-Pilipino at ang pag-unawa at patuloy na
pagpapahalaga sa
bansang Pilipinas na
pagkakabuo ng
pagunawa at
may pagpapahalaga sa kapuluan ng Pilipinas at pagpapahalaga sa
pagkakaiba-iba ng mga mga sinaunang lipunan kasaysayan ng
kulturang Pilipino batay hanggang sa mga Pilipinas mula sa
sa paggamit ng mga malalaking ika20 siglo
pagbabagong hanggang sa
kasanayan sa
pangekonomiya at ang kasalukuyan, tungo
heograpiya, pag-unawa implikasyon nito sa sapagbuo ng tiyak
sa kultura at kabuhayan, lipunan sa simula ng na pagkakakilanlan
pakikilahok sa ika-labing siyam na bilang Pilipino at
pamamahala, at siglo, gamit ang mamamayan ng
pagpapahalaga sa mga batayang konsepto Pilipinas.
katulad ng Naipamamalas ang
mithiin ng bansang kahalagahang
Pilipinas. pangkasaysayan malalim na pagunawa
(historical sa kasaysayan
significance), ng Pilipinas base sa
pagpapatuloy at pagsusuri ng sipi ng
pagbabago, ugnayang mga piling
sanhi at epekto tungo sa primaryang
paglinang ng isang sangguniang
batang mamamayang nakasulat, pasalita,
38
awdyo-biswal at
mapanuri, mapagmuni, kumbinasyon ng mga
responsable, ito, mula sa iba 't-
produktibo, ibang panahon, tungo
makakalikasan, sa pagbuo ng
makatao, at makabansang
kaisipan na siyang
Learning
Description
Area
makabansa, at may magsisilbing basehan
pagpapahalaga sa ng mas malawak na
mga usapin sa lipunan pananaw tungkol sa
sa nakaraan at mundo.
kasalukuyan tungo sa
pagpanday ng
maunlad na
kinabukasan para sa
bansa.
Edukasyong The subject covers: The subject covers: The subject covers:
Pantahanan at
Pangkabuhay an basic knowledge, increased knowledge, enhanced and
(DPP) skills, and values in skills, and values in expanded knowledge
agriculture, entrepreneurship and in entrepreneurship &
entrepreneurship and ICT, agriculture, ICT, agriculture, home
economics, and
ICT, home economics, home economics, and
industrial arts toward
and industrial arts that industrial arts toward
the improvement of
can help improve self improving family life the family's economic
and family life. and the community. and the community.
Music The subject covers: The subject covers: The subject covers:
basic understanding of basic and fundamental basic and
the fundamental processes in music and fundamental
processes in music and art, through processes through
art, through performing, creating, performing, creating,
listening and listening and
performing, creating,
observing, and observing, and
listening and
responding. responding, toward
observing, and
the development of
39
and art, and the
Arts The subject covers: The subject covers: The subject covers:
basic understanding of basic and fundarnental basic and
the fundarnental processes in music and fundamental
processes in music and art, through processes through
art, through performing, creating, performing, creating,
listening and listening and
performing, creating,
observing, and observing, and
listening and
responding. responding, towards
observing, and the development of
and art, and the

Learning
Description
Area
Physical The subject covers: The subject covers:
Education The subject covers:
target games, striking/ target games, striking/
target games, striking/
fielding games, invasion fielding games,
fielding games,
games; and folk, invasion games;
invasion games; and
indigenous, ethnic, and folk,
folk, indigenous,
traditional, and creative indigenous,
ethnic, traditional, and
dances ethnic, traditional, and
creative dances
creative dances
Health The subject covers: The subject covers: The subject covers:
nutrition; prevention and nature of personal personal health,
control of diseases and health; growth and prevention and control
disorders; substance use development; substance of diseases and
and abuse; and injury use and abuse; and disorders; consumer
prevention, safety, and community and health; and injury
first aid, leading to the environmental health, prevention, safety,
achievement of optimum which helps to achieve and first aid to
health and well-being. optimum health and achieve optimum
well-being. health and wellbeing.
40
Edukasyon sa The subject covers: The subject covers: The subject covers:
Pagpapakatao pag-unawa sa mga
pag-unawa sa mga pag-unawa sa
makabuluhang gawain masusing pagsusuri sa gawain na
na may kaakibat na tumutulong sa
pagpapahayag,
pagpapahalaga tungo pagangat ng sariling
pagganap ng
sa wasto, maayos, dignidad,
tungkulin na may
masaya, at pagmamahal sa
pananagutan at
mapayapang kapwa na may
pagsasabuhay ng mga
pamumuhay para sa mapanagutang
ito tungo sa masaya,
sarili, kapwa, bansa, at pagkilos at
mapayapa, at maunlad
Diyos. pagpapasiya tungo
na pamumuhay
sa maayos,
para sa sarili/ mag-
mapayapa, at
anak, kapwa/
maunlad na
pamayanan, bansa/
pamumuhay para sa
daigdig, at Diyos.
kabutihang panlahat.
50. Table 1.5 shows the time allotment for learning areas in Grades 4 to 6.
Table 1.5: Time Allotment for Grades 4 to 6
TIME ALLOTMENT
LEARNING AREA Number of Minutes Daily
Filipino
50
English
50
50
Science
Mathematics 50
Araling Panupunan EPP/TLE 40
50
40
MAPEH
EsP 30
Total (in minutes) 360
Total (in hours) 6
51. In addition to the activities shown in Table 1.5, Grades 4 to 6 classes
should have one forty-minute (40 min.) session allotted for the Homeroom Guidance
Program per week. Special Curricular Programs shall also be offered twice a week at
forty minutes per session. See the Homeroom Guidance Program policy and the
Special Curricular Programs policy (both to be issued) for details. Clubs should meet
for 40 minutes twice a month as well. Details on clubs will be released in a separate
issuance.
52. Likewise, schools are encouraged to apportion time for arrival and
assembly, library work, lunch and recess, remediation and other related tasks.
41
53. To foster love for reading and encourage learners to do their projects
collaboratively, 40 minutes once a week to be scheduled at the end of the school day
will be reserved for reading and group work. Moreover, additional minutes may be
utilized during weeks when there is no scheduled club activity for group projects or
individual study time/ library time.
54. The medium of teaching and learning used in Grades 4 to 6 are

Filipino and English. The learning areas taught in these languages are shown in
Table 1.6.
Table 1.6: Medium of Teaching and Learning in Grades 4 to 6

Medium of
Teaching and Grade 4 Grade 5 Grade 6
Learnin
English
Science
English Math
Science Music Arts
Math
English
EPP
Filipino
Araling Panlipunan Filipino
Edukasyon sa Pagpapakatao Araling Panlipunan
Music Edukasyon sa
Arts Pagpapakatao
Filipino PE
Medium of
Teaching and Grade 4 Grade 5 Grade 6
Learnin
EPP
Assessment for Grades 4 to 6
55. Formative and summative classroom assessments are also done from
Grade 4 to Grade 6 to improve student learning outcomes.
56. At the end of Grade 6, learners will be assessed through national

and international assessments to check if they are meeting key stage standards
and evaluate the effectiveness of the Grades 4 to 6 programs. DepEd Order 8, s.
2015 and Deped Order 55, s. 2016 talk about the assessments conducted in the
classroom and at the national level.
Features of Elementary Education
A. The Multigrade Program
57. The Multigrade Program was formally introduced to public schools to
ensure continuous provision of quality education services in far-flung, isolated, and
42
underserved communities in the archipelago. Public elementary schools were
encouraged to provide complete grade levels or to organize combination and
multigrade classes in schools with low enrollment.
58. The Multigrade Program supports the strategic direction of DepEd to
expand access to and improve the quality of basic education. The program aims to:
a. Improve access to basic education in disadvantaged and less accessible

communities with low enrollment;
b. Organize multigrade classes in public and private schools to allow the
use of flexible curricula for pedagogical and philosophical
considerations;
Improve instruction in multigrade classrooms by providing appropriate
teaching and learning materials and resources, technical assistance
for teachers and school administrators, and conducting continuous
monitoring and evaluation of classes; and
d. Encourage stakeholders' partnership building and linkages toward
improving multigrade schools and students' participation and learning
performance.
59. Details on program standards, variations, implementation, and evaluation

will be described in a separate issuance.
B. Homeroom Guidance Program for Elementary Pupils

60. The Homeroom Guidance Program (HGP) seeks to develop the
personality of learners through an understanding of the self and the environment, and
prepare them for their roles in the family, work, higher education, and the community.
The HGP was designed as a way to strengthen the functions of school guidance. As
such, HGP gives importance to individual learners. The HGP activities
aim to develop each learner's personality and enhance the students' social
relationships with teachers and other classmates.
c. Program for the Gifted

61. The Program for the Gifted is a concrete expression of the country's
unwavering commitment and dedication to transform and empower every Filipino
gifted learner to develop their full potential and become invaluable assets of the
nation. The program aims to provide opportunities, encouragement and support in the
development of their gifts or talents. These learners are observed to have exceptional
abilities beyond their age. Programs may include acceleration, enrichment of the
curriculum, training, mentoring and coaching. These programs are supported by
proper assessments, developmentally appropriate interventions, and encouraging
learning environments. Policies for these programs will be developed in separate
issuances.
D. Special Curricular Programs
43
62. Special Curricular Programs (SCPs) are designed to provide learners
multiple and varied experiences in elementary and secondary education that allow
them to explore their potentials and interests. These special programs will cater to the
needs and interests of 21 st century learners with the view of preparing them for the
different curricular options offered by the K to 12 Secondary Education Program.
a. Special Science Elementary School (SSES) is a nationwide program that

aims to provide a learning environment to the gifted and talented
students through special Mathematics and Science curricula geared
toward the development of God-loving, globally competitive,
nationalistic, creative, ecologically aware, scientifically and
technologically oriented and skilled individuals who are empowered
through lifelong learning skills.
b. Special Program in the Arts (SPA) for Grades 4 to 6 is a nationwide

program for students with potentials in the Arts, namely, Music, Visual
Arts, Drama, Media Arts, Creative Writing and Dance. In localities with
living cultural traditions, an Elementary School may offer traditional
Arts as a specialization.
It is envisioned to produce holistically developed young and excellent
artists and to preserve the Filipino cultural heritage through a
learnercentered curriculum. It aims to provide avenues for students with
potentials in any field of the Arts to progressively enhance their skills.
Art education is an integral component of a balanced educational

program. The SPA schools shall offer a comprehensive Arts Program
covering a range of art forms and disciplines, which will lay down the
foundation for learners to pursue the SPA in Junior High School.
c. Special Program in Sports (SPS) for Grades 4 to 6 students was

conceived to address the needs of talented students in different
sports disciplines and to identify and create a pool of athletes who
will be trained to compete in national and international sports
competitions. It aims to enhance athletic potentials, achieve school-
sport balance, and prepare learners for work or higher learning.
d. Special Program in Journalism. The Campus Journalism Act (Republic
Act No. 7079), promulgated in 1991, provides for the promotion and
development of Campus Journalism as a means of ( 1) strengthening
ethical values, (2) encouraging critical and creative thinking, and (3)
developing moral character and personal discipline among the Filipino
youth.
DepEd, through the Bureau of Learning Delivery (BLD) and the Bureau
of Curriculum Development (BCD), is mandated to undertake various
programs and projects aimed at promoting journalism in the public and
private schools in the Philippines. Through the National Schools Press
Conference, campus journalists shall:
44
1 . Demonstrate understanding of the importance of journalism by
expressing it through different journalistic endeavors and
approaches; ii. Sustain advocacy on social consciousness and
uphold the interest of the students to pursue careers/ studies in
journalism;
111. Promote responsible journalism and fair and ethical use of all
forms of media; and
Enhance journalistic competence through healthy and friendly
competitions.
63. A separate policy will be issued with details on the Special

Curricular Programs.
E. Co-curricular Activities
64. Supreme Student Government (SSG) is the foremost co-curricular
student organization authorized to operate and implement pertinent programs,
projects, and activities in school nationwide. It lays the groundwork for good
governance, volunteerism, unity, and cooperation by providing the students various
venues where they can improve their leadership knowledge, skills, and attitudes. It
trains students to become better members of society in accordance with the ideals and
principles of participatory democracy and good citizenship.
65. For the Elementary grades, the time allotment for each subject is the
minimum period for class interaction. The learning time can be extended to include
off-school learning experiences at home or in the community. These will help children
connect their real-life experiences with concepts and topics they learn in school.
Special Education Program

66. In the Elementary level, appropriate Special Education (SpEd) programs
and services are provided for learners with disabilities. These programs and services
refer to early intervention programs, curriculum adaptations, learning resource
support, guidance programs, and transition program. To address the learners' health
and medical needs, the schools' referral system to medical and allied medical-service
providers is an essential part of services for learners with disabilities. This will only be
possible through strong school-community collaboration and partnerships with parents
and families, local government units, nongovernment agencies and civic
organizations.
67. Classroom-based screening assessments will be conducted as
appropriate. The data will be triangulated with interviews with parents/ guardians
about the learners in the home environment as well as with the school grades/ class
performance. Should there be a need to administer or use other tools to further probe
into the learner's cognitive, social, physical, perceptual and motor abilities,
appropriate screening tools may be used. Results of such assessments must be
discussed with the School Head and if possible, the division focal persons for
guidance and special education so that the intervention plan for the learner can be
prepared and implemented in collaboration with the learner's family.
45
68. Appropriate and sufficient learning support must be provided to ensure
that learners with disabilities will be helped to learn in the ways they learn best. To
ensure that learners with disabilities have access to the K to 12 curriculum, curriculum
contextualization, adaptations, and modifications are made depending on the learner's
abilities, needs and learning goals. Examples of these are time allotment
modifications, adapted Physical Education, assistive devices and modified learning
resources.
69. Learners with disabilities who are in the transition program are prepared
to successfully move forward into more inclusive and integrated learning provisions.
Included in these transition progra.ms are interventions that enable learners to move
from home to school, class to class, and/or from school to another school. A policy for
learners with disabilities will be issued separately.
V. Flexible Learning Options

47. Flexible Learning Options (FLOs) for both Elementary and Secondary
education are discussed in Annex 3.
VI. References:
Batas Pambansa Blg. 232: An Act Providing for the
Establishment and Maintenance of an Integrated System of
Education Act of 1982.
Cochrane, A. , Longworth, A. and Craig, C. (2007).

Watching your child grow:
Developmental milestones for children aged 0—12 & other
information for families. 3rd ed. [PDF file]. Available
from: http://www.nchn.org.au/
acfhresources/docs/WatchingYourChildGrow.pdf [Accessed
29 July 2014].
Dekker, Diane. "Key Components of a MTBMLE Program."

Paper presented at the first Philippine MLE Conference,
Cagayan de Oro, 18—20 February 2001.
DepEd Memorandum No. 1, s. 2016: Administration of the Language
Assessment for Primary Grades (LAPG) and the National Achievement
Test for Grade Six (NAT G6) for School Year (SY) 2015-2016. 6
January 2016.
DepEd Order No. 16, s. 2012: Guidelines on the

Implementation of the Mother Tongue-Based Multilingual
Education (MTB-MLE). 17 February 2012.
DepEd Order No. 32, s. 2012: Implementing Rules and Regulations of
Republic Act (RA) No. 10157 otherwise known as the "Kindergarten Education
Act".
DepEd Order No. 37, s. 2011: Policies and Guidelines on

the Implementation of the Universal Kindergarten
Education for SY 2011—2012. 4 May 2011.
46
DepEd Order No. 107, s. 189: Standards for the Organization and Operation
of Preschools (Kindergarten Level). 10 November 1989.
Malone, Susan. 2013. Essential Components of Strong and Sustained MTBMLE

Programs.
http://www.sil.org/sites/default/files/files/essen
tial_components of mtb_mle_programs.pdf
Mercado, Ricci. "The Individualized Educational Plan:
Guidelines and Principles." Individualization of
Educational Content and Strategies: Trends and
Application in Varied Programs for Children with Special
Needs (First Edition 2002).
Papalia, D. , & Olds, S. (1995). Human Development (6th

ed. ed.). New York: McGraw-Hill, Inc.
Republic Act No. 10533: Enhanced Basic Education Act of

2013.
The Growing Child: School-Age (6 to 12 Years). (n.d.).

The Growing Child: SchoolAge (6 to 12 Years). Retrieved
July 29, 2014, from http://www.stanfordchildrens.
child- school- age-6-to-12-
years-90-P02278
The National Early Learning Framework of the Philippines.

(2010): ECCD Council.
o
World Bank, 2016. h t t D: eneral-
information who-adult-learner
ANNEX 2: SECONDARY EDUCATION
1. Introduction
1. Secondary Education is composed of two key stages of the K to 12
Basic Education Program, namely, Junior High School comprising Grades 7 to 10,
and Senior High School covering Grades 11 to 12. Learners in Secondary Education
are generally from 12 to 17 years old. They may also be adults, beyond 18 years old,
who were not able to participate and complete basic education.
2. The Implementing Rules and Regulations of Republic Act No. 10533,

the Enhanced Basic Education Act of 2013, describes Secondary Education as "the
third stage of compulsory basic education. It consists of four (4) years of junior high
school education and two (2) years of senior high school education. The entrant age
to the junior and senior high school levels are typically twelve (12) and sixteen (16)
years old, respectively." Additionally, Secondary Education includes co-curricular
activities.
3. According to DepEd Order No. 31, s. 2012 entitled Policy Guidelines

on the Implementation of Grades 1 to 10 of the K to 12 Basic Education Curnculum
47
(BEC) Effective School Year 2012—2013, at the end of Junior High School, learners
are expected to "demonstrate communicative competence; think intelligently,
critically, and creatively in life situations; make informed and values-based decisions;
perform their civic duties; use resources sustainably; and participate actively in
artistic and cultural activities and in the promotion of wellness and lifelong fitness."
On the other hand, Senior High School is expected to prepare and equip graduates for
Tertiary Education, middle-level skills development, employment, and
entrepreneurship.
11. Characteristics of Learners in Secondary Education

4. Learners in Secondary Education are adolescents. Adolescents are between
10 and 19 years old. They have specific health and developmental needs and rights
(World Health Organization, 2014). Adolescence is considered as a transitional period
from childhood to adulthood (Psychology Today, n.d.).
A. Early Adolescence
5. Early adolescence covers the ages between 12 to 15 years old.

This is a critical phase because during this time, young teens experience
accelerated growth and development. According to UNICEF (201 1): "It is at
this stage that physical changes generally commence, usually beginning with
a growth spurt and soon followed by the development of the sex organs and
secondary sexual characteristics. These external changes are often very
obvious and can be a source of anxiety as well as excitement or pride for the
individual whose body is undergoing the transformation. "
6. Early adolescence is a time of physical, socio-emotional, and

intellectual development. During early adolescence, the onset of puberty
happens when young teens undergo physiological changes triggered by the
release of hormones. As such, young teens experience rapid increases in
height, weight, and growth of their internal organs, as well as their skeletal
and muscular systems. Puberty leads to growth not only in primary sex
characteristics but also in secondary sex characteristics. In girls, these changes
include the growth of breasts, pubic and
underarm hair, increased width and depth of pelvis, and changes in voice and
skin. In boys, these include the growth of facial, underarm, and pubic hair,
changes in voice and skin, and broadening of shoulders (Papa-lia & Olds, 1995).
Schools must ensure that young teens are exposed to a positive environment that
helps them adjust to their physiological transformations.
7. Simultaneously, young adolescents begin exhibiting greater

independence and start developing their personalities and interests. At this
time, they make decisions about friends, studies, and sports or hobbies. Many
of them show a strong need to belong to a group. They also begin to
experience feelings of attraction, which occur as they encounter gender
identity or gender expression issues.
48
8. It is at this stage that young teens also develop abstract and
independent thinking. They display a curiosity for topics that resonate with
them, and for those that they find both useful and interesting. Young
adolescents at this time also "acquire the ability to develop and test
hypotheses, analyze and synthesize data, grapple with complex concepts, and
think reflectively" (Association for Middle Level Education, 2016). They are
also able to think about their thinking (metacognition).
9. Schools must ensure that teachers of young teens recognize and

address the wide-ranging diversity of cognitive abilities inside their
classrooms. To do this, teachers can employ a variety of teaching methods
and strategies. Teachers may differentiate instruction while also connecting
lessons to real-life experiences. At this stage, teachers may provide
opportunities to young adolescent learners for active learning, exploration,
and collaboration with peers and adults. Young teens will benefit from school
programs that promote independence and freedom. At this time, access to
activities in which young teens can dialogue and work with peers is important
such as clubs, student government, and groups in which they can take
leadership roles. Schools should also provide developmentally appropriate
reproductive health education programs, and mental and psychosocial support
services to young adolescents.
B. Middle to Late Adolescence

5. This period covers the ages between 15 and 19 years old.
Teenagers at this stage will most likely be over the dramatic changes brought
about by puberty. Their physiological development will be almost complete.
During this stage, teenagers will be close to their adult height and weight.
1 1 . Most teenagers will continue adjusting to their changing bodies and will
be more concerned about their physical appearance. Because of this, they will spend
more time grooming themselves, exercising, and changing their looks. This is healthy
for as long as they are of the expected body weight. According to UNICEF (20 1 1),
"Girls in late adolescence tend to be at greater risk than boys of negative health
outcomes, including depression, and these risks are often magnified by gender-based
discrimination and abuse. Girls are particularly prone to eating disorders such as
anorexia and bulimia; this vulnerability derives in part from profound anxieties over
body image that are fueled by cultural and media stereotypes of feminine beauty."
12. At this stage, most teenagers' sense of identity, including their sexual
orientation and gender identity or gender expression (SOGIE), is firmer and clearer.
They will relate more with their peers and seek greater emotional independence from
their parents. They also show greater interest in romantic relationships. With
guidance, teenagers will be able to balance the influence of their families with that of
their friends.
13. Learners during this time experiment with adult roles. They also exhibit
"risk-taking" behavior that declines in late adolescence (UNICEF, 2011). With proper
supervision and open discussions about confusing situations they encounter, learners
at this stage may be helped to avoid experimentation with dangerous substances as
49
well as irresponsible sexual behavior. Teenagers with good role models show greater
emotional stability and concern for others. With exposure, they develop good work
habits, showing concern and interest in their future (Centers for Disease Control and
Prevention, 2016).
14. Cognitively, learners at this stage will be capable of more abstract
thinking and organizing abstract thought. They can think hypothetically and
understand underlying principles that they can apply in new situations. They have the
ability to consider multiple viewpoints or diverse perspectives. They will also show
philosophical and idealistic thinking (State Adolescent Health Resource Center, n.d.).
15. UNICEF in its 2011 report, "State of the World's Children" (SOWC),
underscored the need to invest in adolescents, describing adolescence as both a time
of vulnerability and opportunity. The report recommends providing adolescents
education that will empower them to face the economic crisis, political instability,
rapid urban growth, natural disasters, and other pressing global challenges. According
to the report, "Rich and poor alike, adolescents will have to deal with the
intergenerational implications of the current economic turmoil, including the
structural unemployment that may persist in its wake. They will have to contend with
climate change and environmental degradation, explosive urbanization and migration,
ageing societies and the rising cost of health care, the HIV and AIDS pandemic, and
humanitarian crises of increasing number, frequency and severity" (p. 4).
Additionally, the Convention on the Rights of the Child (CRC) recommends for
governments to develop "different forms of Secondary Education, including general
and vocational education" (1995), and make it accessible to every child.
16. In its 2016 SOWC report, UNICEF turns to the issue of equity and calls
on governments of the world to ensure equity as the central goal for access and
learning (UNICEF, 2016). It says that investing in quality education for all, especially
disadvantaged children and adolescents helps them break the intergenerational cycle
of poverty that they experience.
Ill. Key Stage 3: Junior High School

17. The goals of the JHS Curriculum are 1) to provide learners with
opportunities to learn fundamental concepts at a higher degree of complexity; and 2)
to help learners develop an increasing degree of independence in applying knowledge,
skills, and values leamed.
A. The JHS Learning Areas

18. The Junior High School Curriculum has eight (8) learning areas namely,
(1) English, (2) Filipino, (3) Mathematics, (4) Science, (5) Araling Panlipunan (AP),
(6) Edukasyon sa Pagpapakatao (ESP), (7) Music, Arts, Physical Education and
Health (MAPEH), and (8) Techn010U and Livelihood Education (TLE). Each
learning area is studied in four quarters within one academic year. All learning areas
in Junior
High School and Senior High School have a Curriculum Guide (CG) with
program standards, learning area standards, course description, and key stage
standards. Additionally, the CGs also articulate grade level standards, content
50
standards and performance standards for each quarter. For example, for the first
quarter (Q 1) of Grade 10 English, the following are the program standards,
content standards, and performance standards as provided in Table 2.1.
Table 2.1: Grade 10 English Standards
The learner demonstrates communicative competence
through his/her understanding of literature and other
Program Standard
text types for a deeper appreciation of Philippine culture
and those of other countries.
The learner demonstrates communicative competence
through his/her understanding of literature and other text
Grade Level Standard
types for a deeper appreciation of World Literature,
including Philip ine Literature.
The learner demonstrates an understanding of how World
Literature and other text types serve as ways of expressing
and resolving personal conflicts, as well as how to use
Content Standard strategies in linking textual information; repairing,
enhancing communication, public speaking, emphasis
markers in persuasive texts, different forms of modals, and
reflexive and intensive pronouns.
The learner composes a short but powerful persuasive text
Performance Standard
using a variety of persuasive techniques and devices.
The curriculum guide for the learning areas is anchored on a
19.
conceptual framework for the teaching of the subject in the curriculum guides.
Each conceptual framework contains the goals of teaching the subject, and the
teaching methods and approaches. This is presented with a schematic diagram
and an accompanying write-up in the curriculum guides for each learning area.
Table 2.2 provides a summary description of each learning area in Junior High
School:
Table 2.2. The Junior High School (JHS) Core Curriculum
The Junior High School JHS Core Curriculum
Grade Level Grade 7 Grade 8 Grade 9 Grade 10
Area
English This subject This subject This subject This subject
focuses on Anglo-
focuses on covers the study American introduces
Philippine students to
of Afro- Literature.
Literature in World
Asian literature. Literature.
English.
Filipino This subject covers This subject This subject This subject
grammar in covers grammar covers covers grammar
grammar in in Filipino and
51
Filipino and in Filipino and Filipino and literature from
literature from literature from literature from the
Southeast Mediterranean,
Luzon, Visayas, different periods
Asia, East the West, and
and Mindanao. It including ancient
introduces time,
The Junior Hi h School JHS Core Curriculum

Area
students to Spanish period, Asia, and Africa and
different literary Japanese West Asia. It Persia. It
Filipino, introduces introduces
forms in occupation,
students to students to
including bayan, American literary forms literary forms
kuwentongepiko, occupation, the that include that include
pabula, kuwento, Commonwealth, maikling mitolohiya,
maikling dualamat, up to the kuwento, parabula,
awiting nobela, tula, sanaysay,
la, bulong tulang
at present. It
sanaysay, dula, epiko/tula,
bayan, tugmang introduces tanka at haiku, maikling
panudyo, degulong, students to pabula, kuwento, nobela
palaisipan/ different literary parabula, (isang
bugtong, forms in Filipino, elehiya/awit, kabanata), dula,
mito, including alamat, and tula, anekdota
at this epiko. and epiko/
sanaysay. karunungang maikling
the Students at
Learners bayan kuwento.
this level
level study Ibong (salawikain, Students at this
study the novel
korido, sawikain, level study the
Noli Me
Adarna. kasabihan), novel El
Tangere.
alamat/ maikZing Filibusterismo.
kuwento, epiko,
tula, balagtasan,
sarswela,
sanaysay, popular
na
babasahin
(pahayagan,
komiks, magasin,
kontemporaryong
dagli),
komentaryong
programang
panradyo,
komentaryong
52
programang
pantelebisyon,
and pelikula.
Students at this
level study
Florante at
Laura.
Mathematics This subject This subject This subject This subject
covers concepts covers factors covers covers
of sets, the of polynomials, quadratic sequences,
real number rational equations, polynomials,
system, algebraic inequalities polynomial
equations,
concepts of expressions, and
polynomial
measurement, linear functions,
function,
algebraic ex equations, ine rational al
ressions, ualities in ebraic

Area
properties of real two variables, equations, circles,
numbers applied systems of linear variation and coordinate
in linear equations and radicals, geometry,
equations, inequalities in quadrilaterals combinatorics,
inequalities in two variables, (parallelogram probability, and
linear functions, s, trapezoids, measures of
one variable,
linear kites), triangle position.
concepts of
inequalities in similarity, and
geometry, shapes two variables, basic concepts
and sizes and systems of linear of
geometric inequalities in trigonometry.
relationships, key two variables and
concepts of linear functions,
statistics, data logic and
representation, reasoning,
measures of axiomatic
central tendency, structure of
and measures of geometry and
variability and triangle
congruence,
probability.
inequality in a
triangle, parallel
53
and
perpendicular
lines, and
robabilit
Science This subject covers This subject This subject This subject
scientific covers laws of covers covers plate
investigation; motion, respiratory and tectonics;
materials in the work, circulatory electromagnetic
environment like power, and systems spectrum; light,
solutions, sound light, heat, working with electricity, and
substances and and electricity; the other organ magnetism;
mixtures; elements earthquakes and systems; coordinated
and compounds, faults; heredity, functions of
acids and bases, understanding including reproductive,
metals and typhoons; other inheritance endocrine, and
nonmetals; members of the and variation; nervous
microscopy, level solar system; the biodiversity systems;
of biological particle nature of and evolution, heredity,
organization, matter; ecosystems; including
animal and plant atomic chemical inheritance and
cells, fungi, structure; bonding; the variation;
protists, and periodic table of variety of biodiversity and
bacteria; asexual elements; carbon evolution;
reproduction and digestive system; compounds; ecosystems; and
sexual heredity, mole conce t; gas laws,
reproductions; including biomolecules,
com onents of an inheritance and and
variation of
The Junior High School JHS) Core Curriculum

Grade Grade 7 Grade 8 Grade 9 Grade 10
Level
Area
ecosystem; traits; and volcanoes; chemical
ecological biodiversity and climate; reactions.
relationships; ecosystems. constellations,
descriptors of motion in two
motion; motion dimensions;
detectors; types of work power and
waves, energy, heat,
characteristics of work, and
waves, and wave efficiency; and
54
velocity; electricity and
characteristics of magnetism.
sound and light;
heat transfer; and
charges and
charging
processes; using a
coordinate
system; protection
and conservation
of natural
resources;
greenhouse effect
and global
warming; and
land and sea
breezes,
monsoons,
intertropical
convergence zone,
seasons in the
Philippines, and
ecli ses.
Araling This subject This subject This subject This subject
Panlipunan focuses on Araling focuses on focuses on focuses on Mga
(AP) Asyano Kasaysayan ng Ekonomiks Kontemporaryo
(Asian ng Isyu at mga
Daigdig (World (Economics). Its
History). Hamong
History). Its topics include Panlipunan
Its topics include
topics include kahulugan ng (Contemporary
katangiang pisikal
heograpiya ng ekonomiks, Issues). Its
ng Asya at mga
daigdig; ang kakapusan, topics include
likas na yaman ng
pagsisimula ng pangangailangan, kahalagahan ng
Asya; yamang-
mga kabihasnan at kagustuhan; pag-aaral ng
tao; paghubog ng
sa daigdig; alokasyon, mga
sinaunang
pagusbong at pagkonsumo, at kontemporaryon
kabihasnan sa
pagunlad ng produksyon; g isyu; mga
Asya, sinaunang
mga klasikong demand and su suliraning
pamumuhay;
lipunan sa ly, pangkapaligiran
kolonyalismo at
Europa; ang m a suliranin
imperyalismo sa
daigdig sa
Timog at
anahon n
Kanluran As a;
55
Level
Area
nasyonalismo at transisyon; interaksyon ng pangkapaligiran
paglaya ng mga paglakas ng demand sa sariling
pamayanan; mga
bansa sa Timog at Europa at at
isyung
Kanlurang Asya; paglawak ng supply; pangekonomiya,
mga pagbabago sa kapangyarihan ng pamilihan; mga isyung
Timogat Europa; paikot ng pulitikal, mga
Kanlurang Asya; pagkamulat, ang daloy ng isyu sa
kolonyalismo at unang digmaang ekonomiya, karapatang
pantao, mga isyu
imperyalismo sa pandaigidig, at pambansang na may
Silangan at Timog ang ikalawang kita, ugnayan kaugnayan sa
Silangang Asya; digmaang ng kita, kasarian
nasyonalismo at pandaigdig; mga pagiimpok, at (gender), at
paglaya ng mga ideolohiya, Cold pagkonsumo; mga isyung
bansa sa Silangan war, at implasyon, pangedukasyon.
at Timog neokolonyalismo; patakarang
Silangang Asya; and mga piskal, at
and mga pandaigdigang patakarang
pagbabago sa organisasyon, pananalapi;
Silangan at Timog pangkat, at konsepto
Silangang Asya. alyansa. at
palatandaan ng
pambansang
kaunlaran;
sektZor
ng
agrikultura,
sektor ng
industriya,
sektor ng
paglilingkod,
at impormal
na sektor;
and
kalakalang
anlabas.
Edukasyon sa This subject This subject This subject This subject
Pagpapakatao
covers mga coversang covers layunin covers ang
angkop na pamilya bilang ng lipunan: mataas na gamit
inaasahang natural na kabutihang at
56
kakayahan at institusyon ng panlahat, tunguhin ng isip
kilos sa panahon lipunan, ang lipunang at kilos-loob
ng pagdadalaga/ misyon ng pulitikal, (will); paghubog
pagbibinata; mga pamilya sa lipunang ng konsiyensiya
talent at pagbibigay ng ekonomiya, batay sa likas na
edukasyon; lipunang sibil; batas moral; ang
kakayahan; mga
paggabay sa media at tunay na
hilig
pagpapasiya at simbahan; kalayaan,
(interests); mga paghubog ng karapatan at dignidad, ang
tungkulin bilang pananampalatay tungkulin; pagkukusa ng
nagdadalaga at a; ang panlipunan mga batas makataong kilos
nagbibinata; isip at am ulitikal na (voluntariness of
at kilos Zoob nakabatay sa human act ;
(will) ; ang likas na batas
kaugnayan ng
konsi ensi a sa
The Junior High School JHS Core Curriculum

Level
Learnin Description
g Area
57
likas na batas na papel ng moral (natural mga salik na
moral; kalayaan; pamilya; ang law) ; ang nakaaapekto sa
kaugnayan ng pakikipagkapw paggawa bilang pananagutan ng
pagpapahalaga at a paglilingkod at
birtud; hirarkiya tao sa
ng mga pakikipagkaibig pagtataguyod ng kahihinatnan ng
pagpapahalaga; dignidad ng tao;
a n, emosyon, kilos at pasya;
mga panloob na pakikilahok at
ang mga yugto ng
salik na bolunterismo;
mapanagutang katarungang makataong kilos,
nakaiimpluwens
y a sa paghubog pamumuno at panlipunan; layunin,
ng mga pagiging kagalingan sa paraan, at
pagpapahalaga, tagasunod; paggawa; sirkumstansya ng
mga panlabas na pasasalamat sa kasipagan, makataong kilos;
salik na ginawang pagmamahal sa
pagpupunyagi
nakaiimpluwens
y a sa paghubog kabutihan ng pagtitipid at Diyos, paggalang
ng mga kapwa; wastong sa bu hay,
pagpapahalaga; pagsunod at pamamahala sa pagmamahal sa
ang pangarap at paggalang sa naimpok, bayan,
mithiin; ang mga magulang, pamamahala ng pangangalaga sa
mabuting
pagpapasiya; nakatatanda, at paggamit ng oras; kalikasan; ang
mga pansatiling
mga pansariling may awtoridad; paninidigan ng
salik sa pagpili
salik sa pagpili paggawa ng ng tamang tao sa
ng kursong mabuti sa kursong pagmamahal niya
akademiko or kapwa, sa buhay bilang
akademiko o
teknikalbokasyona katapatan sa kaloob ng Diyos,
teknikalbokasyuna
l, sining o isports, salita at sa l, sining paninindigan sa
at
negosyo or
gawa; ang isports, negosyo tamang paggamit
hanapbuhay; and
sekswalidad ng o ng
halaga ng pagaaral
tao; mga hanapbuhay; mga kapangyarihan at
sa
paghahanda para karahasan sa local at global pangangalaga sa
paaralan; agwat na demand; kapaligiran,
sa pagnenegosyo
at tekolohikal; and and paghahanda sa paninindigan
minimithing uri
paghahanapbuhay ang epekto ng tungkol sa
ng
migrasyon sa pangangalaga ng
pamumuhay.
pamilyang sarili laban sa
Pilipino.
pangaabusong
seskwal tungo sa
maayos na
pagtingin sa sarili
at
pagtataguyod ng
58
dignidad ng tao;
and
paninidigan ara
sa

Level
Area
katotohanan.
Music This subject covers This subject This subject This subject
music of Luzon, covers music of covers music covers
Cordillera,
Southeast Asia, of the impressionism,
Mindoro, Palawan,
the Visayas, and East Asia, South Medieval, expressionism,
Mindanao , and Asia, and the Renaissance, electronic
Philippine music, chance
Middle East, and and Classical
festivals and music,
traditional Asian periods, and
theatrical forms.
theater music. instrumentalAfroLatin
and vocal and
music of thepopular music,
Romantic contemporary
period. Philippine
music,
traditional
composers, new
music,song
composer, and
20th - and 21st -
century
multimedia
forms including
opera, ballet,
and the
musical.
Physical This subject This subject This subject This subject
Education covers exercise covers exercise covers covers lifestyle
programs, training programs, training lifestyle and and weight
guidelines, FITT guidelines, FITT weight management;
Principles and Principles and management; active recreation
endurance; and endurance; sports (sports) ,
59
muscle- and muscle- and officiating; including
bonestrengthening bonestrengthening social individual and
activities through activities through (community dual sports,
individual team sports dance, mixers, team sports,
(running, rhythmic (basketball, festival) and fitness activities
sportive volleyball, ballroom (strength
Urnnastics, football/futsal, (chacha, rock training,
swimming) , dual goalball, softball, and roll) running and
(badminton, table baseball); and dances; and walking for
tennis,tennis) , and folk dances with active fitness, yoga,
combative Asian influences. recreation, group
(arnis, taekwondo, including both exercises), and
karate) sports; and indoor other dance
folk/ ethnic, (individual forms (hip-hop,
indigenous, and dual street dance,
traditional festival sports, team cheer dance,
dances. sports, contemporary
dances,) and dance .
outdoor
(hiking, cam
in
60
The Junior Hi h School JHS) Core Curriculum
Area
orienteering,
biking)
activities.
Health This subject This subject This subject This subject
covers holistic covers gender covers covers
health; stages of and human concepts guidelines and
growth and sexuality; of criteria in the
development teenage concerns, community selection and
(infancy to old including identity and evaluation of
age); changes in crisis, sexual environmental health
the health identity, and health, information,
dimensions during sexual prevention and health products,
adolescence , behaviors; management and health
management of premarital sex, of services; health
health concerns teenage environmental service
during pregnancies, and health, and providers and
adolescence; health abortion; collective types of
and development of action for the quackery and
appraisal decision-making environment; their harmful
procedures; skills in drug scenario physical and
development of managing in the psychological
self-awareness and sexuality-related Philippines, effects;
coping skills; issues, dating, factorsthat complementary
nutrition during courtship , and influence and alternative
adolescence, marriage; substance use healthcare
nutritional maternal health and abuse, modalities;
guidelines, concerns, drugs or consumer
nutrition problems responsible substances of welfare and
of adolescents; parenthood, and abuse, harmful protection;
decision-making stages of effects of drugs existing national
skills, mental infection; top 10 on the body, laws related to
health (an leading causes of prevention and health trends,
introduction) , morbidity and control of issues, and
understanding mortality in the substance use concerns;
stress, common Philippines; most and abuse; existing global
stressors affecting common first aid health
adolescents, coping communicable basics, first aid initiatives; and
with stress; coping diseases and guidelines and planning for a
with dying and their prevention procedures, career related to
death; types and and control; use of health.
management of emerging and dressing and
common mental reemerging bandages,
disorders; diseases; transporting
introduction to development of the victim,
noncommunicable personal life first aid for
diseases (NCDs) , skills to prevent common
common NCDs, and control
prevention and communicable
control of NCDs,
Area
self-monitoring diseases; unintentional
skills to prevent programs and injuries and
NCDs, programs policies on medical
and policies on communicable emergencies;
NCD prevention diseases concept of
and control, and prevention and
intentional
agencies control, agencies
injuries, types
responsible for responsible for
NCD prevention communicable of intentional
and control. diseases injuries, and
prevention and prevention
control; gateway and
drugs, protective management
and risk factors of intentional
in the use of injuries.
cigarettes and
alcohol, and
prevention and
control of gatewa
dru s.
20. One thing unique to the JHS is the nature of Techn010U and Livelihood
Education (TLE) as a learning area which is consistent with the Technical Education
and Skills Development Authority (TESDA) Training Regulations (TR). In Grades 7
and 8, TLE is exploratory while still covering the basic competencies of one
component each semester. For example, Home Economics with Entrepreneurship for
Grade 7 first semester; Agri-Fishery Arts with Entrepreneurship for the second
62
semester; Industrial Arts with Entrepreneurship for Grade 8 first semester and ICT
with Entrepreneurship for the second semester. Learners are taught the following five
common competencies, namely: 1) use of tools and equipment, 2) maintenance of
tools and equipment, 3) reading and interpreting drawings and plans, 4) mensuration
and calculation, and 5) maintaining safety in the workplace. All of these common
competencies are taught in the context of the offered exploratory TLE. For example,
the use and maintenance of tools in the ICT are different from those in Carpentry
under Industrial Arts (IA).
21. In Grades 9 and 10, JHS learners choose a specialization from the
exploratory TLE areas offered by the school, with entrepreneurship integrated. This
will prepare them for the attainment of a National Certificate (NC) from TESDA. In
TLE, ICT is taught as a subject, which is a continuation of the teaching of ICT in
Edukasyong Pantahanan at Pangkabuhayan (EPP) in Grades 4, 5 and 6. Unlike in
other learning areas, ICT is a stand-alone subject in TLE and is not merely integrated
into the learning area. Moreover, ICT has 12 specializations in TLE in which a junior
high school learner can obtain an NC.
22. Another important feature of the JHS curriculum is the provision of two
(2) to four (4) hours per week for independent or cooperative learning. The purpose is
to develop learners' capacity for self-directed learning, teamwork, goal orientation,
and learners' sense of responsibility or accountability for their learning. This is a time
provided for JHS learners to study on their own or with others topics, content, or
processes that they can handle by themselves. This dovetails with their expected
development of an increasing degree of independence in applying knowledge, skills,
and values learned as shown across the various levels of the Philippine Qualifications
Framework (PQF). This may be scheduled at the start, middle, or end of the day. The
school is given flexibility to schedule the period and the hours for independent
learning, but it should not be less than two hours per week.
23. The JHS curriculum also utilizes the spiral progression approach. This is
clearly demonstrated in the teaching of Mathematics and Science. The fundamentals
of all branches of Mathematics (algebra, geometry, trigonometry, statistics, and
probability) and Science (biology, chemistry, physics, and earth science) are taught
and revisited from Grades 7 to 10 and become more sophisticated from one grade
level to the next.
24. The other subjects are also taught using the spiral progression
approach in the sense that the content and performance standards that are
unpacked further into competencies are vertically articulated. What is taught in
Grade 7 connects to what is taught in Grades 8, 9, and 10. Another feature of
the JHS is that the total time in the sample class program excludes the expected
offschool learning experiences which teachers may require outside of school
hours for the creation of products and/or performance as evidence of the
transfer of learning. These pieces of evidence of learning transfer usually take
the form of a culminating activity at the end of the quarter, which is another
63
interesting feature of the JHS curriculum. Table 2.3 presents the time allotment
for the eight (8) learning areas in
K to 12 JHS.
Table 2.3: The Eight Learning Areas in Junior High School (JHS)
with Respective Time Allotment
TIME
ALLOTMENT
Learning Areas
Number of
minutes er week
English 240
Math 240
Filipino 240
Science 240
Araling Panlipunan (AP) 180
Edukasyon sa Pagpapakatao (ESP) 120
Music, Arts, Physical Education and Health (MAPEH) 240
Techn010U and Livelihood Education (TLE) 240
Homeroom Guidance Program 60
Special Curricular Programs 240
NOTE: Independent or Cooperative learning is given two hours per week.
25. In addition to the Learning Areas that require two to four hours per
week, Junior High School classes should have an hour allotted for the Homeroom
Guidance Program and four hours per week allotted for Special Curricular Programs
(SCP). Learners taking up a Special Interest Program will have 2 hours of TLE
contextualized on the Special Program chosen. Details of the Homeroom Guidance
Program and the Special Curricular Programs (SCP) will be discussed further in
separate policy issuances. Clubs should meet for an hour twice a month as well.
Details on clubs will be released in a separate issuance. The time allotted for
Independent or Cooperative Learning which is 2 hours per week may be used for
individual work, research/ review/ library time.
26. In Grade 9, selected learners may be trained to be officers and leaders of

their grade level for their Citizenship Training Program (CTP) in Grade 10. Grade 10
learners have CTP for an hour per week. A separate CTP policy issuance will also be
released.
27. The medium of teaching and learning used in Grades 7 to 10 are

Filipino and English. The learning areas taught in these languages are shown in Table
2.4

Medium of Grade 7 Grade 8 Grade 9 Grade 10
64
Teaching
and
Learnin
English English
Science
Math
Music
Arts
PE
TLE
Filipino Filipino
Araling Panlipunan
Edukasyon sa Pa apakatao
B, Assessment in JHS
28. Assessment in JHS includes formative and summative classroom

assessments that are given during Grades 7 to 10 to improve student learning
outcomes. Policies on assessment in the K to 12 such as DO 8, s. 2015 and DO
36, s. 2016 shall be referred to when conducting assessments in JHS.
29. At Grade 9, learners take the National Career Aptitude

Examination (NCAE). The NCAE is an aptitude test meant to provide
information through test results for self-assessment, career awareness, and
career guidance of high school students for their post-secondary courses or
application for scholarship. Test taking is mandatory but test results are
recommendatory.
30. Learners may also undergo technical-vocational assessment through
TESDA for a National Certificate. Those who finish JHS also have to take an exit
assessment at Grade 10, which is the National Achievement Test (NAT) Grade 10.
IV. Key Stage 4: Senior High School

31. The additional two (2) years to the basic education cycle is one of the
hallmarks of the K to 12 program. The Senior High School (SHS) curriculum is the
main policy tool that will serve as the blueprint for program implementation. This
section aims to provide a concise yet comprehensive articulation of critical elements
of the curriculum to ensure effectiveness and efficiency in program implementation.
32. The SHS curriculum is also DepEd's contribution to the ongoing

articulation of a national system of quality assurance, accreditation, credit transfer,
and recognition of learning pathways across the subsystems of Philippine education.
Through the SHS curriculum, DepEd is able to formulate the equivalent qualification
standards of basic education graduates vis-ä-vis vocational-technical and higher
education qualification standards. The SHS curriculum formulation, therefore, is a
step toward the realization of the Philippine Qualifications Framework (PQF). As
mentioned above, the SHS curriculum is the main policy tool for the implementation
65
of the new 13-year cycle of basic education. The curriculum is composed of the Core,
Applied Track, and Specialized Subjects, which are defined in the succeeding
sections. There are 31 subjects in all, accounting for 2,480 hours in 2 years of senior
high school. These are distributed in 4 semesters with 2 quarters per semester. The 15
compulsory subjects across eight Learning Areas in the Core Curriculum are
described in Table 2.5.
33. The SHS curriculum establishes the learning standards per learning
area and the expected competencies that will be acquired by the learners per
grade level and key stage outcome (Grade 12 for SHS). Essentially, a learning
standard defines a core of knowledge and skills that students ought to acquire
at different grade levels or over certain grade spans. It refers to how well the
student must perform, at what kinds of tasks, and based on what content. It
shall be used as a reference point for planning teaching and learning programs,
and for assessing student progress. Hence, these learning standards shall also
be the bases to ensure quality in the ongoing development of learning
resources, i.e. the teachers' guides (TGs) and learners' materials (LMs). The
SHS curriculum follows the following learning standards: 1) key stage
standards, 2) learning area standards per grade level, 3) content standards, 4)
performance standards, and 5) learning competencies.
34. Setting learning standards are triggered by different demands across
sectors. For instance, as national economies evolve, global enterprises need more
workers with higher levels of technological, academic, and work skills in order for
industries to compete globally. School and workplace learning must address these
through reforms in the curriculum and training programs.
35. Meanwhile, many parents around the world are worried that their
children will not be prepared for further schooling or work and have started lobbying
for higher educational standards. Thus, according to the 2012 Talent Shortage Survey
conducted by a US think tank, these competency requirements will have to be
addressed by a standards-based curriculum, i.e. one that empowers learners to
identify and solve complex problems, encourages them to think independently and to
work with teams, and to exhibit the traits of leaders no matter what their job in an
organization,
36. For DepEd, articulating these learning standards is a means to
communicate the purpose and intended results of the Enhanced BEP (K to 12) to the
public, especially the SHS program. At the school level, it can serve as a guide to
organize and share curriculum, assessments, and instructional methods among
teachers across grade levels. For school heads, it can be a guide to focus school
improvement plans to improve quality of teaching and learning. An extensive
discussion of these learning standards per learning area and grade level can be found
on the DepEd website. This volume provides a snapshot of the different components
66
of SHS and descriptions of subject offerings, from the core to specialized
subjects across the different tracks.
A. The SHS Core Curriculum Subjects
37. The Core Subjects in the SHS Curriculum ensure that all learners
will be equipped with competencies required for specialization studies in
their chosen SHS tracks. These subjects are contiguous to the K to 10
subjects and are responsive to the College Readiness Standards and New
General Education Curriculum for Higher Education formulated by the
Commission of Higher Education (CHED). Every subject in the Core
Curriculum is compulsory and has a time allocation of 80 hours per
semester except for PE and Health, which have 20 hours per semester.
However, a maximum of 2 SHS core subjects may be substituted with
equivalent subjects with the approval of DepEd.
Table 2.5: SHS Core Curriculum Subjects*

THE CORE CURRICULUM
Learnin Area Subject Description
This subject covers the development of
Oral listening and speaking skills and strategies
Communication for effective communication in various
situations.
This subject covers the development of
Reading and reading and writing skills as applied to a
Writing wide range of materials other than poetry,
fiction, and drama.
Komunikasyon at Ito ay pag-aaral tungo sa pananaliksik ukol
Language
Pananaliksik sa sa kalikasan, katangian, pag-unlad, gamit at
Wika at paggamit ng Wikang Filipino sa mga
Kulturang sitwasyong komunikatibo at kultural sa li
Filipino unan Pili ino.
Pagbasa at
Ito ay pag-aaral sa proseso ng pagbasa at
Pagsuri ng
pagsuri ng iba't ibang anyo at uri ng
Iba'tibang
teksto na nakatutulong sa pagbuo at
Teksto lüngo sa
Pananaliksik pagsulat ng sistematikong pananaliksik.
This subject covers the appreciation and
2 1 st-century
critical study of 21st Century Literature from
Literature from
the Philippines and the World encompassing
the Philippines
Humanities their various dimensions, genres, elements,
and the World
structures, contexts, and traditions.
Contemporary This subject covers various contemporary art
Philippine Arts practices of the region where the school is
located. It aims to provide students with an
appreciation of a broad range of styles in the
various disciplines with consideration for
from the their elements and principles, and engage
Regions them in an integrative approach in the study
of the arts. It also aims to broaden the
students' mindsets so that they could ac uire
the necess creative tools which
THE CORE CURRICULUM

Learnin Area Subject Descri tion
open opportunities in the pursuit of
individual career oals and as irations.
This subject introduces the learners to a
basic understanding of media and
information as channels of communication
Media and and tools for individual and social
Communication Information development. It also aims to develop the
Literacy learners' creative and critical thinking, and
encourage them to be responsible users and
competent producers of media and
information.
This subject covers the following
competencies: how to solve problems
General involving rational, exponential, and
Mathematics logarithmic functions; how to solve
business-related problems; and how to a 1 10
ic to real-life situations.
This subject covers the following
Mathematics competencies: how to find the mean and
variance of a random variable; how to apply
sampling techniques and distributions to
Statistics and
estimate population mean and proportion;
Probability
how to perform hypothesis testing on
population mean and proportion; and how to
perform correlation and regression analyses
on real-life roblems.
This subject is designed to provide a
Earth and Life general background for the understanding
Science of Earth Science and It presents the
Science
history of the Earth through geologic
68
time. It discusses the Earth 's structure,
composition, and processes. Issues,
concerns, and problems pertaining to
natural hazards are also included. It also
deals with the basic principles and
processes in the study of Biologz. It
covers life processes and interactions at
the cellular, organism, population, and
ecos stem levels.
This subject covers the study of the
following: evolution of our understanding
of matter, motion, electricity, magnetism,
light, and the universe from ancient times
to the present; applications of physics and
chemistry concepts in contexts such as
Physical Science
atmospheric phenomena, cosm010U,
astronomy, vision, medical
instrumentation, space technology, drugs,
sources of energy, pollution and
recycling, fitness and health, and
cosmetics.
THE CORE CURRICULUM

Learnin Area Sub 'ect Descri tion
This subject facilitates students' awareness of
the developmental stage that they are in, in
order to better understand themselves and
their significant persons as they make
important life and career decisions. The
Personal
Development course consists of modules, each of which
addresses a key concern in personal
development. Using the experiential learning
Social Science approach, each module allows the students
to explore specific themes in their develo
ment.
This subject uses insights from
Understanding Anthropology, Political Science, and
Culture, Politics, Soci010U to develop students' awareness of
and Society social and political dynamics, and sensitivity
to cultural differences; provide them with an
69
understanding of how society works; and
engage them in the examination of the count
's current human develo ment.
An initiation to the activity and process of
philosophical reflection as a search for a
synoptic vision of life. Topics to be
discussed include the human experiences of
embodiment, being in the world with others
and the environment, freedom,
Introduction to intersubjectivity, sociality, and being unto
Philosophy of the death. Ipinakikilala ng kursong ito ang
Philosophy Human Person /
gawain at mga pamamaraan ng
Pambungad sa
pamimilosopiya bilang isang pangkabuoang
Pilosopiya ng Tao
pananaw sa buhay. Pinagmumunihan dito
ang pagkasumasakatawang-diwa ng tao, ang
iba't-ibang larangan ng pakikipamuhay sa
mundo at sa kapaligiran ng tao bilang
malaya, nakikipagkapwa at sumasalipunan,
han an kamata an.
This subject on exercise for fitness
enables the learner to set goals, monitor
one's participation in aerobic and muscle-
Quarter 1Exercise and bone-strengthening activities, and
for
Fitness
constantly evaluate how well one has
integrated this into one's personal
lifestyle. It consists of an array of
offerings learners can choose from.
Physical
Education And
This subject comprises individual, dual,
Health Quarter 2- and team sports in competitive and
Individual, Dual, recreational settings. It consists of an
and Team Sports array of offerings learners can choose
from.
This subject includes rhythmical
Quarter movement patterns, the promotion and
3Philippine appreciation of Philippine folk dance, and
Dances indigenous and traditional dances, as well
as other dance
THE CORE CURRICULUM
Learning Area Sub •ect Descri tion
70
forms. It consists of an array of offerings
learners can choose from.
This subject is associated outdoor, natural,
or semi-natural settings; it enables
learners to move safely and competently
Quarter in these settings while creating a positive
4Recreational
Activities relationship with natural environments
and promoting their sustainable use. It
consists of an array of offerings learners
can choose from.
*different for STEM
Table 2.6: SHS Core Curriculum Subjects Time Allotment

Learning Number of Hours
Subject er Semester
Area
anguage Oral Communication 80
Readin and Writin 80
Komunikasyon at Pananaliksik sa Wika at
80
Kulturan Fili ino
Pagbasa at Pagsusuri ng Iba 't-ibang Teksto
80
Tun o sa Pananaliksik
2 1 st-century Literature from the
80
Phili ines and the World
umanities
Contemporary Philippine Arts from the
80
Regions
General Mathematics 80
athematics
Statistics and Probabilit 80
Earth and Life Science 80
cience
Physical Science 80
Personal Develo ment 80
ocial Science Understanding Culture, Politics, and
80
Society
Introduction to Philosophy of the Human
hilosophy 80
Person Pambun ad sa Piloso i a n Tao
Quarter 1- Exercise for Fitness 20
Quarter 2- Individual, Dual, and Team S orts
hysical ducation 20
and ealth
Quarter 3- Phili ine Dances 20
Quarter 4-Recreational Activities 20
*different for STEM
71
B. The SHS Tracks and Strands
37. On top of the 15 subjects in the core curriculum, the remaining 16
subjects are spread over the 4 SHS tracks: 1) Academic, 2) Arts and Design,
3) Sports, and 4) Technical-Vocational-Livelihood. Students are expected to
enroll in the track of their choice. Each track has its own set of Applied
Track Subjects and Specialized Subjects. Each subject in the track will have
80 hours in a semester as well, with a total of 1,280 hours for the Applied
Track and Specialized Subjects altogether. Regardless of which track the
student is enrolled in, s/he takes up the Applied Track Subjects. These are
geared toward the acquisition of common but critical competencies in SHS,
i.e. English language proficiency, research, ICT, etc., but delivered with
teaching-learning content and strategies customized to the requirements of
each track.
THE APPLIED TRACK
Table 2.7: Applied Track Subjects Across the 4 SHS Tracks

APPLIED TRACK SUBJECTS
Sub •ect
Descri tion
English for Academic This subject deals with the development of
and Professional Pur communication skills in English for academic and
oses rofessional ur oses.
This subject deals with the development of critical
Practical Research 1 thinking and problem-solving skills through ualitative
research.
This subject deals with the development of critical
Practical Research 2 thinking and problem-solving skills through
uantitative research.
Filipino sa Piling Pagsulat ng iba't-ibang anyo ng sulating lilinang sa
Larangan (Akademik, kakayahang magpahayag tungo sa mabisa, mapanuri,
Isports, Sining, at
Tech-voc at masinop na pagsusulat sa piniling larangan.
This subject covers information and communication
Empowerment
technologies as a tool for curating, contextualizing,
Technologies (for the
collaborating, and creating content and experiences for
Strand)
learnin in the rofessional tracks.
This subject deals with the concepts, underlying
Entrepreneurship principles, processes, and implementation of a business
Ian.
This subject/ course will require the learner to
Inquiries,
demonstrate competencies acquired in an integrative,
Investigations, and
scientific, or creative manner in his or her chosen area
Immersion
of specialization
*different for STEM
72
38. Besides developing critical competencies for learners, the
Applied Track Subjects also make the SHS curriculum flexible
because it allows the learner to move across tracks, in case s/he
changes her/his mind in the middle of SHS. The Applied Track
Subjects will equip the learners with the same competencies required
across tracks. The delivery of the subjects may be adjusted according
to the context and content of the tracks. Therefore, the students learn
the same skill/ competency despite the different teaching-learning
content and strategy. For example, the Arts and Design Track research
subjects may focus on the study of a particular art technique while the
Sports Track research subjects may focus on the mechanics of a
particular sport. Although the topics of the research subjects are
different, the students will be learning and applying the same research
skills.
39. Specialized subjects, as they have been previously mentioned,
have content streamlined to each SHS track.
Table 2.8, Applied Track Subjects with corresponding number of hours*
Number of Hours per
Subject Pre-requisite
semester
English for Academic and
80
Professional Pur oses
Practical Research 1 80
Statistics and
Practical Research 11 80 Probability
Filipino sa Piling Larang

(Akademik, Isports, 80
Sining, at Tech-Voc
Empowerment
80
Technologies for the Strand
Entre reneurshi 80
Inquiries, Investigations,
80
and Immersion
Medium of Grade 11
Teaching
and Grade 12
Learnin
English General Mathematics
Statistics and Probability
73
Earth and Life Science
Ph sical Science
Statistics and Probabilit
Personal Develo ment
Understandin Culture, Politics, and Societ
Quarter 1- Exercise for Fitness
Quarter 2- Individual, Dual, and Team S orts
Quarter 3- Phili ine Dances
Oral Communication
Reading and Writin
En lish for Academic and Professional Pur oses
2 1 st Centu Literature from the Phili ines and the World
Practical Research 1 and Il
Em owerment Technologies for the Strand
Entre reneurshi
In uiries, Investi ations, and Immersion
Contem orary Phili ine Arts from the Re •ons
Media and Information Literacy
Filipino Filipino sa Piling Larang (Akademik, Isports, Sining, at
Tech-voc
Komunikasyon at Pa-nanaliksik sa Wika at Kulturang
Fili ino
English/ Introduction to Philosophy of the Human Person / Pambun
Fili ino ad sa Piloso i a ng Tao
THE ACADEMIC TRACK
40. The Academic Track has four strands:
a. Accountancy, Business and Management (ABM) Strand
b. Science, Technologr, Engineering, and Mathematics (STEM)
Strand
c. Humanities and Social Science (HUMSS) Strand and
d. General Academic Strand (GAS)
Academic Track: Accountancy, Business and Management Strand

41. The ABM Strand is for those who plan to take up business-
related courses in higher education or engage in business,
entrepreneurship, and other business-related careers. The subjects
under this strand are in Table 2.10.
74
Table 2.10 Specialized Subjects in the Accountancy, Business, and
Management (ABM) Strand
ACCOUNTANCY, BUSINESS, AND MANAGEMENT
Sub'ect Descri tion
This subject is an introduction to the application of
economic principles to management of business
organizations. It also covers farniliarization with
Applied Economics Philippine industries as an aid to identifying potential
business opportunities. This subject covers analysis of
industries and culminates in the preparation of a socio-
economic impact study of a business venture.
This subject deals with the fundamental concepts, principles,
and practices of ethical standards in the business environment.
Business Ethics and Social
Responsibility
It combines the theoretical foundations of setting up business
enterprises in the context of personal accountability and social
res onsibility.
Fundamentals of This is an introduction to accounting, business, and
Accountancy,
Business, and
management data analysis that will develop students'
Management 1 appreciation of accounting as a language of business and
(Grade 1 1 Quarter an understanding of basic accounting concepts and
3 principles that will help them analyze business
transactions.
Fundamentals of This subject discusses the accounting cycle for a service
Accountancy,
Business, and
business and a merchandising business of a sole
Management 1 proprietorship. This includes journalizing of transactions,
(Grade 1 1 Quarter posting to the ledger, preparation of a trial balance,
4 preparation of adjusting entries, worksheet preparation,
and com letin the c Cle.
Fundamentals of This subject deals with the preparation and analysis of
Accountancy,
Business and
financial statements of a service business and
Management 2 merchandising business using horizontal and vertical
(Grade 12 Quarter analyses and financial ratios. Knowledge and skills in the
1 analysis of financial statements will aid the future
entrepreneurs in making good economic decisions.
Fundamentals of This subject deals with the preparation of basic business
Accountancy,
Business, and
forms and documents that includes bank transactions, and
re aration of a sim le bank reconciliation statement.
ACCOUNTANCY, BUSINESS, AND MANAGEMENT
Subject Descri tion
75
Management 2 Integration of information in accounting will
(Grade 12 Quarter also be introduced. The students will prepare an
2) accounting practice set that requires the application of
learning in the first three accountin subects.
This subject will provide an understanding of the basic
concepts of mathematics as applied in business. It
includes a review of the fundamental mathematics
operations using decimals, fractions, percentages, ratios,
and proportions; mathematics concepts and skills in
Business Math
buying and selling; computing gross and net earnings;
overtime and business data presentation; and analysis and
interpretation. The use of the computer and software
applications for computation and data presentation is
encoura ed in this subject.
This subject deals with the fundamental principles, tools,
and techniques of the financial operation involved in the
management of business enterprises. It covers the
introduction to money, finance, the Philippine financial
system, financial analysis, financial planning and control,
introduction to investments, and personal finance. Using
Business Finance
the dual learning approach of theory and application, each
chapter and module engages the learner to explore all
stages of the learning process from knowledge, analysis,
evaluation, and application to preparation and
development of financial lans and ro rams suited for a
small business.
This subject is designed to familiarize students with the
basic concepts, principles, and processes related to
business organization, and the functional areas of
Organization and management. Particular emphasis will be given to the
Management study of management functions like planning, organizing,
leading, and controlling, and to orienting the students on
the importance of these functions and the role of each
area in entre reneurshi
This subject deals with the principles and practices in
Principles of marketing goods and services. It also focuses on the
Marketing development of integrated marketing programs that will help
row businesses.
76
This subject integrates all the key concepts and processes
Work Immersion/
of Accounting, Business, and Management (ABM) as
Research/ Career applied in real-life activities following the business cycle:
Advocacy/ business opportunity research, product/ service
Culminating conception, business formation [organization, business
Activity i.e. implementation, business control, business liquidation,
Business and management reporting in the context of ethical
Enterprise standard and social responsibility.
Simulation Appropriate technologies will be used in a business enter rise.
Academic Track: Science, Technology, Engineering and Mathematics
42. SHS students who are inclined toward, or have the aptitude for,
Math, Science and Engineering studies can enroll in the Science,
Engineering and Mathematics (STEM) Strand. This strand
covers the following subjects:
Table 2.11: Specialized Subjects in the Science, Technology, Engineering and

Mathematics (STEM) Strand
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS
Sub'ect Descri tion
This subject aims to equip the students with
competencies in solving real-life problems using
Pre-Calculus
analytic geometry, series and mathematical induction,
and tri onomet
This subject aims to equip the students with the following
competencies: how to compute limit of a function;
differentiate and integrate algebraic, exponential,
Basic Calculus logarithmic, and trigonometric functions in one variable;
and to solve real-life problems involving continuity,
extreme values, related rates, population models, and areas
of lane regions.
This subject is designed to enhance the understanding
of the principles and concepts in the study of Biology,
General Biology 1 particularly of life processes at the cellular and
molecular levels. It also covers transformation of
energy in organisms.
This subject is designed to enhance the understanding
of the principles and concepts in the study of Biology,
General Biology 2 particularly of heredity and variation, and the diversity
of livin or anisms, their structure, function, and
evolution.
General Physics 1 This subject covers the study of mechanics of particles,
77
rigid bodies, and fluids; waves; and heat and
thermodynamics using the methods and concepts of
algebra, geometry, trigonometry, graphical analysis, and
basic calculus.
This subject covers the study of electricity and magnetism;
optics; the basics of special relativity, atomic, and nuclear
General Physics 2 phenomena using the methods and concepts of algebra,
geometry, trigonometry, graphical analysis, and basic
calculus.
This subject covers the study of composition,
structure, and properties of matter; quantitative
General Chemistry I
principles, kinetics, and energetics of transformations
and 2
of matter; and fundamental conce ts of Or anic
Chemist
In this subject, the students will identify a scientific or
Work Immersion/ technological problem, design and apply an appropriate
Research/ Career methodology, formulate hypothesis, and draw conclusions
Advocacy / based on their investigation. Toward the end of the
Culminating Activity semester, students will prepare a scientific report/ paper to
be resented defended in a forum.
43. The STEM strand has a unique configuration in relation to
two (2) subjects in the Core Curriculum: Physical Science and Earth
and Life Science subjects. Physical Science consists of basic topics in
Physics and Chemistry, while the Earth and Life Science subject
includes basic topics in Bi010U, which are already covered by the
STEM subjects. Therefore, to avoid repetition of content, students in
the STEM Strand will instead take the following core curriculum
subjects: Earth
Science and Disaster Readiness and Risk Reduction.
Table 2.12: Special Core Curriculum Subjects in the Science, Technology,
Engineering, and Mathematics (STEM) Strand
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS
Subject Descri tion
This learning area is designed to provide a general
background for the understanding of the Earth on a
planetary scale. It presents the history of the Earth
Earth Science through geologic time. It discusses the Earth's
structure and composition, the processes that occur
beneath and on the Earth's surface, as well as issues,
concerns, and roblems ertainin to Earth 's resources.
78
This subject focuses on the application of scientific
knowledge in solving practical problems in the physical
Disaster Readiness
environment. It is designed to bridge the gap between
and Risk Reduction
theoretical science and daily life experience in the context
of man-made and natural disasters.
Academic Track: Humanities and Social Sciences
44. Another strand in the academic track is the Humanities and Social
Sciences (HUMSS) Strand for learners who want to pursue these fields of
study at the university level. It has four Humanities subjects and four Social
Science subjects which are listed in Table 2.13
Table 2.13: Specialized Subjects in the Humanities and Social Sciences

(HUMSS) Strand
HUMANITIES AND SOCIAL SCIENCES
Sub •ect Descri tion

The course aims to develop practical and creative skills in reading
and writing; introduce students to the fundamental techniques of
writing fiction, poetry, and drama; and discuss the use of such
techniques by well-known authors in a variety of genres. Each class
will be devoted to the examination of techniques and to the
workshop of students' drafts toward the enrichment of their
manuscripts. Students learn how to combine inspiration and
Creative revision, and to develop a sense of form.
Writing/ Lilinangin ng kurso ang kasanayang praktikal at malikhain sa
Malikhaing pagbasa at pagsulat; ipauunawa at tatalakayin ang mga
Pagsulat pundamental na teknik sa pagsulat ng maikling kuwento, tula, at
dula na ginamit ng mga kilalang manunulat ng nabanggit na mga
anyo. ft-ltuon ang klase sa matalas na pagsusuri sa mga teknik at
worksyap ng mga burador ng mga mag-aaral sa Zalo pang ikaiinam
ng kanilang mga manuskrito. Matutuhan ng mga mag-aaral ang
pagsasanib ng inspirasyon at rebisyon at ang malalim na a kaunawa
sa m a an o.
Focusing on formal elements and writing techniques, including
autobiography and blogging, among others, the subject introduces
Creative
the students to the reading and writing of Creative Nonfiction as a
Nonfiction
literary form. The subject develops in students skills in reading,
and critical and creative thinking that will hel them become

Subject Descri tion
ima inative readers and writers.
Introduction to The course explores the main tenets and practices of major world
79
religions: Judaism, Christianity, Islam, Hinduism, Theravada
Buddhism, Mahayana Buddhism, Confucianism, Taoism, and
Shintoism. It aims to help learners understand the historical
contexts of nine religions, appreciate their uniqueness and
World similarities, and promote mutual understanding among believers of
Religions and different faiths. Learners are expected to demonstrate an
Belief Systems understandin anda reciation of one's faith and that of others.
This course focuses on the application of ideas and methods of the
social sciences to understand, investigate, and examine challenges
of contemporary community life. It focuses on community-action
initiatives such as community engagement, solidarity, and
citizenship as guided by the core values of human rights, social
justice, empowerment and advocacy, gender equality, and
participatory development. It aims at enhancing students' sense of
Community shared identity and willingness to contribute to the pursuit of the
Engagement, common good of the community. It enables students to integrate a
Solidarity, and
Citizenship lied social sciences into communit -action initiatives.
This course introduces the students to the basic concepts and
vital elements of politics and governance from a historical-
institutional perspective. In particular, it attempts to explain
Philippine how the important features of our country's political
Politics and structures/ institutions, processes, and relationships developed
Governance across time. In the process, the course helps the learners gain
a better appreciation of their rights and responsibilities as
individuals and as members of the larger sociopolitical
community to strengthen their civic com etence.
The course provides opportunities for students to discover patterns
and extract meanings from emerging trends. It will provide
opportunities for students to develop their critical, creative, and
compassionate thinking as well as their decisionmaking skills.
Global trends in the 21st century are examined, and a stance is
Trends, made on whether to accept or reject these based on sound criteria.
Networks, and Students will be asked to create and analyze scenarios that will
Critical challenge them to formulate their stance on issues or concerns,
Thinking in propose interventions, and formulate alternative futures. The
the 21st students will realize the interconnections between their neural
Century connections and social realities.
Disciplines The course introduces students to basic concepts and subjects
and Ideas in and methods of inquiry in the disciplines that form the Social
the Social Sciences. It then discusses influential thinkers and ideas in
Sciences these disciplines. It relates these ideas to the Philippine setting
80
and current lobal trends.
This course introduces some Applied Social Sciences, namely,
Disciplines Counseling, Social Work, and Communication, which draw their
and Ideas in foundation from the theories and principles of Psychology,
the Applied Soci010U, Anthropology, and other social sciences. The course
Social highlights the seamless interconnectivity of the different applied
Sciences social science disciplines while focusing on the processes and a
lications of these a lied disci lines in critical develo ment
Subject Descri tion
areas.
This course is designed to provide students the opportunity to
HUMSS integrate their learning in the different learning areas of
Culminating humanities and social sciences through a creative culminating
Activity/ Work activity. It focuses on the exhibitions/ exhibits of authentic
Immersion products and performances as evidence of their learning in the
field of humanities and social sciences.
Academic Track: General Academic Strand
45. The fourth strand in the Academic Track is the General Academic
Strand, which has subjects selected from the different strands. This strand is
ideal for SHS students who have not yet decided on a particular
specialization. This strand, which is also a viable offering in secondary
schools with a low student population, allows for electives that may be a
combination of related subjects from the other tracks or strands in the SHS
curriculum. The subjects for the General
Academic Strand are provided in Table 2.14.
Table 2.14: Specialized Subjects in General Academic Strand

GENERAL ACADEMIC STRAND
Subject Descri tion
Humanities 1 These may be taken from any of the Humanities and Social
Humanities 2 Sciences subjects in the Humanities and Social Sciences
Social Science 1 Strand.
A lied Economics
Organization and Management These are subjects from the Accountancy, Business, and Management Strand.
Disaster Readiness and This is a subject from the special core curriculum
Risk Reduction subjects for the STEM Strand.
1. Elective 1
These may be taken from any of the Tracks or Strands.
2. Elective 2
81
3. Work Immersion/ Research/
This subject may be a combination of the four options
Career
Advocacy / provided, especially when there is a shortage of work
Culminatin Activit immersion options.
THE SPORTS TRACK
46. The Sports Track is for students who are interested in sports-
related careers, i.e. athlete development, fitness training, coaching, etc.
Table 2.15 shows the subjects in this track.
Table 2.15: Specialized Subjects in Sports Track
SPORTS TRACK

This subject aims to equip learners with life skills and
Safety and First Aid competencies in safety, injury prevention, and management in
various s orts and exercise settin s. This also covers
SPORTS TRACK
Subject Descri tion
appropriate health and safety response during emergencies.
Course completion may lead to a certification from the Phili
ine Red Cross.
This subject covers topics on the origin, control, and learning
Human Movement
of motor skills a ro riate for varied needs and skill levels.
Fundamentals of This subject covers the basic concepts and principles of
Coachin coachin
This subject covers the concepts, principles, and
Sports mechanics of officiating, and rules of specific sports. It
Officiating and also covers the management of fitness, and sports and
Activity recreation events. At the end of the course, the learner
Management will be certified by the National S orts Associations
NSAs and TESDA.
Fitness, Sports, and This subject aims to equip learners with competencies for
Recreation managing safe and effective programs in exercise, sports, and
Leadershi recreation.
Psychosocial This subject will lead to an understanding of individual and
Aspects of social factors that influence participation, performance,
Sports and adherence, and psychological well-being in sports and
Exercise exercise.
Fitness Testing This subject will enable learners to administer tests and
and programs for physical fitness and performance
Exercise
enhancement.
82
Programming
This subject aims to provide learners with hands-on
experience within the school setting in their area of
Practicum
(in-campus)
specialization such as student athlete enhancement,
practice coaching, practice officiating, and tournament
management or fitness s orts and recreation leadershi
This subject aims to provide learners with hands-on
offcampus experience in their area of specialization such
as student athlete enhancement, practice coaching,
Apprenticeship
practice officiating, and tournament management or
(offcampus)
fitness/ sports and recreation leadership. This course will
allow learners to ex lore o ortunities for advanced
certification.
THE ARTS AND DESIGN TRACK
47. The Arts and Design Track covers a wide range of art forms:
Theater, Music, Dance, Creative Writing, Visual Arts, and Media Arts. Prior
to enrollment, there is art/ creative talent assessment and guidance to gauge
a student's art inclination and aptitude. The track has six general or common
subjects that focus on acquiring competencies required for further
specialization in the different artistic areas.
Table 2.16: Specialized Subjects in the Arts and Design Track

ARTS AND DESIGN TRACK
Subject Description
Creative Industries This subject presents a survey of the various arts and
I: design production for senior secondary students. It intends
Arts and Design to provide students with knowledge of different arts and
Appreciation and desi n forms, materials, media, and roduction
Production
Subject Descri tion
in the creative industries. It will also introduce influential
works by significant artists across time and lace.
This subject introduces the students to principles of theater,
Creative Industries music, and dance, and examines the practical application of
Il: Performing Arts
the performing arts skills in the local and lobal markets.
Physical and This subject aims to provide students with a
Personal comprehensive discussion and practical studies on the
Development in the proper care of their bodies as the instrument for their
Arts art through proper exercises, good hygiene, and
83
appropriate indust ractices.
This subject aims to deepen the learners' awareness of
art in their community and the rest of the nation, and
Developing Filipino
allows them to explore ways in which they can
Identity in the Arts
contribute to the creation of a national identity using
their knowledge and skills as artists.
This subject aims to deepen the learners' understanding
Integrating the
of the elements and principles of organization in the
Elements and
arts in various forms of creative expressions through a
Principles of
series of application, creative works, and artistic
Organization in the
Arts endeavors for personal development, advancement of
cultural identity, and communication.
Leadership and This subject covers the basic concepts, elements, and
Management in processes in arts management, and develops learners'
Different Arts Fields leadershi otential in the arts.
48. After taking the six (6) general subjects discussed above, a
student then chooses an arts field specialization and takes up the
following subjects on apprenticeship, art exhibition/ performance, or
production.
Table 2.17: Specialization Subjects across Different Fields of Study in
the Arts and Design Track
The subject offers an intensive period of
acquiring, understanding, and developing
proficiency in visual arts and design
production through mentoring in art
Media Arts
organization, art center, or production house,
and Visual
Arts independent artist/ designer, communitybased
Apprenticeship art/ cultural group. It intends to enrich the
and Exploration learners' knowledge and skills in their chosen
of Different
field, emphasizing artistic, educational, and
Arts
cultural values and work ethics.
Fields
The subject offers an acquisition of skills for
creative writing and writing for mass media. It
Literary Arts
seeks to expose learners to the various types of
writing and literary genres.
Dance This sub'ect immerses learners in their
chosen
84
Subject Descri tion
strand, specifically the dance strand, gives
them practical and hands-on experience uith
choreography, working with a local artist,
performing arts group, or arts organization,
and culminates in a dance roduction.
The subject offers the exploratory study of
local music genres and ICT applications in
music while deepening the musical skills and
Music
understanding of learners, who are also given
the opportunity to learn various methods of
producing music.
In this subject, learners will be guided through
a dynamic professional development and given
hands-on opportunities by either placing them
with practicing artists or organizations with
Theater
resident artists who can administer on-the-job
mentoring and training; learners may also put
up their own show under the guidance of a
director or an ex erienced theater ractitioner.
Work Exhibit for
Immersion/ Arts This subject is a culmination activity to
Research/ Production showcase the acquired skills in creative writing
Career (Literary through scriptwriting for a stage production.
Advocacy/ Arts
Culminating Exhibit for As a final culminating project, the subject
Activity Arts prepares learners to exhibit creative outputs
i.e. Exhibit for Production
Arts to showcase their learnings during their
(Media apprenticeship period, with emphasis on
Production /
Arts and artistic, educational, cultural values, and
Performing
Visual Arts
Arts work ethics.
Production Performing This subject is a showcase of performing arts
Arts skills enhanced and developed through a
Production program of apprenticeship.
49. The apprenticeship subject in the Arts and Design Track will be
allocated 160 hours to maximize exposure to the chosen arts field.
Meanwhile, the culminating activity serves as a way to showcase [exhibit
the acquired/ enhanced artistic skills. It can either be an exhibit for arts
production or a performing arts production, depending on the student's
specialization.
THE TECHNICAL-VOCATIONAL-LIVELIHOOD (TVL) TRACK
85
50. The SHS program has a Technical-Vocational-Livelihood (TVL)
Track, which has four strands: Agri-Fishery Arts, Home Economics (HE),
Information and Communication Techn010U (ICT), and Industrial Arts.
These are aligned with and Livelihood Education (TLE) in Grades 7—
10. Each TVL strand offers various specializations that may or may not
have a National Certificate (NC) equivalent from TESDA. The time
allocation per strand specialization is based on TESDA Training
Regulations-Based Courses and is only indicative since the standard time
allotment of 80 hours per semester per subject will still be applied.
Therefore, each strand specialization must be designed to fit into the 80-
hour blocks of time.
51. Livelihood Education and Technical-Vocational

Livelihood Track Subjects may be taken between Grades 9—12. Schools
may offer specializations from the four strands as long as the minimum
number of hours for each specialization is met. Curriculum Maps may then
be modified according to specializations offered by a school. Below is a list
of all the and Livelihood Education and the Technical-Vocational
Livelihood Track Specializations, their prescribed number of hours, and
their prerequisites and sample curriculum maps:
TVL Track: Agricultural-Fishery Arts (AFA) Strand

52. This TVL component consists of specializations equivalent to
qualifications under agriculture and fishery sectors. Students with agri-
fishery arts specializations will be able to demonstrate necessary skills/
competencies and values on the cultivation of plants and animal production
to harvest food and other products using available technologies on farming
and on raising, harvesting, and capturing fish and other aquatic resources.
Schools that offer these specializations must have adequate facilities for
students' laboratory classes.
Table 2.18: Specialized Subjects for TVL: Agricultural and Fisheries Arts
(AFA) Strand
Number
Specialization of Pre-requisite
Hours
1 Agricultural Cro s Production NC I 320
Agricultural Crops Production (NC Il)
2 updated based on TESDA Training 640
Re ulations ublished 28 December 2013
Agricultural Crops Production NC Il
3 Agricultural Crops Production (NC Ill) 640
4 Animal Health Care Management (NC Ill) 320 Animal Production
(Poultry-Chicken) (NC
Il) or
Animal Production
(Ruminants) (NC Il) or
86
Animal Production
Swine NC Il
Animal Production (Poultry-Chicken) (NC
Animal Production (Large Ruminants) (NC
Animal Production (Swine) (NC Il)
8 A uaculture NC Il 640
Artificial Insemination (Large Ruminants) Animal Production
9 160 Lar e Ruminants NC
NC 11
Number
Specialization of Pre-requisite
Hours
11
Animal Production
10 Artificial Insemination (Swine) (NC Il) 160
Swine NC 11
Fish Ca ture NC Il
11 640
12 Fishing Gear Repair and Maintenance (NC 320

111
13 Fish-Products Packagin NC 11 320

14 Fish Wharf O eration NC I 160
15 Food Processing NC 11 640
Agricultural Crops
16 Horticulture (NC 111) 640 Production NC 11
Landscape Installation and Maintenance
17 320
NC 11
18 Organic Agriculture NC Il 320
19 Pest Management NC Il 320
20 Rice Machinery O erations NC Il 320
21 Rubber Processin NC 11 320
22 Rubber Production NC Il 320
87
Slaughtering Operations (Hog/ Swine/ Pig)
23 160
NC 11
88
11
Figure 2.1: Sample Curriculum Map for TVL Track: Agriculture and Fishery
Arts (AFA) Strand
TVL Track: Home Economics (HE) Strand
qualifications under garments, tourism, health, processed food and
beverages, and social and other community development service sectors.
Students with home economics specializations will be able to demonstrate
the necessary skills, competencies, and values in taking care of oneself and
one's family, and in providing efficient services to others and to the
community.
Table 2.19: Specialized Subjects for TVL Track: Home Economics (HE)
Strand
Number of
Specialization Pre-requisite
Hours
Attractions and Theme Parks
1 O erations vvith Ecotourism NC Il 160
2 Barberin NC 11 320
3 Bartendin NC 11 320
4 Beauty/Nai1 Care NC 11 160
5 Bread and Past Production NC 11 160
6 Care •vin NC 11 640

7 Commercial Cooking NC Ill 320 Cooke NC 11
8 Cookery NC Il 320
9 Dressmakin NC 11 320
10 Events Mana ement Services NC 111 320
Dressmaking (NC Il) or
11 Fashion Design (Apparel) (NC 111) 640
Tailorin NC 11
Food and Beverage Services (NC
Il) updated based on TESDA
12 Training Regulations published 28 160
December
2013
13 Front Office Services NC Il 160
14 Hairdressin NC Il 320
15 Hairdressin NC 111 640 Hairdressin NC 11

Handicraft (Basketry, Macrame)
16 160
Non-NC
Handicraft (Fashion Accessories,
17 160
Pa er Craft Non-NC
90
18 Handicraft Needlecraft Non-NC 160
Handicraft (Woodcraft, Leathercraft)

19 160
Non-NC
Housekeeping (NC Il) updated
based on TESDA Training
20 Regulations published 28 December 160
2013
21 Local Guiding Services NC Il 160
22 Tailorin NC 11 320
23 Tourism Promotion Services NC Il 160
24 Travel Services (NC 11 160
25 Wellness Massa e NC 11 160

Figure 2.2.• Sample Curriculum Map for TVL Track: Home Economics (HE)
Strand
92
TVL Track: Industrial Arts (IA) Strand
qualifications under automotive and land transport, construction, electronics,
furniture and fixture, metal and engineering, and utilities sectors. Students with
industrial arts specializations will be able to demonstrate the skills, competencies,
and values in providing repair and maintenance services, installation, manual
craftsmanship, and machine safety using available industrial and engineering
technologies.
Table 2.20: Specialized Subjects for TVL Track: Industrial Arts (IA) Strand
Number of
Specialization Prerequisite
Hours
Automotive Servicing (NC I)
updated based on TESDA Training
1 Regulations published 28 640
December
2013
Automotive Servicing (NC
2 Automotive Servicing (NC Il) 640
1
Car entr NC 11
3 640
4 Car entry NC Ill 320 Car ent NC 11
5 Construction Paintin NC Il 160

Domestic Refrigeration and
Airconditioning (DOMRAC)
6 Servicing 640
NC 11
7 Driving NC 11 160
Electrical Installation and Maintenance
8 NC Il
640
Electric Power Distribution Line Electrical Installation and
9 320
Construction NC Il Maintenance NC Il
Electronic Products Assembly and
Servicing (NC Il) updated based on
10 TESDA Training Regulations 640
published 28 December
2013
11 Furniture Makin Finishin NC Il 640
Electronic Products
Instrumentation and Control
12 320 Assembly and Servicing
Servicing (NC Il)
EPAS NC 11
Gas Metal Arc Welding (GMAW) (NC Shielded Metal Arc
13 11 320 Weldin SMAW NC 11
Gas Tungsten Arc Welding (GTAW) Shielded Metal Arc
14 320 Weldin GMAW NC 11
NC 11
15 Machining NC 1 640
16 Machinin NC 11 640 Machinin NC 1
17 Masonr NC 11 320
Electronic Products
18 Mechatronics Servicing (NC Il) 320 Assembly and Servicing
EPAS NC 11
Motorcycle/ Small Engine Servicing
19 320
NC 11
20 Plumbin NC 1 320
94
Number of
Specialization Hours
Prerequisite
21 Plumbin NC 11 320 Plumbin NC 1
Refrigeration and Air-Conditioning Domestic Refrigeration
(Packaged Air-Conditioning Unit and Air-conditioning
22 640 (DOMRAC) Servicing
[PACUI / Commercial Refrigeration
E ui ment CRE Servicin NC 111
(NC
11
23 Shielded Metal Arc Weldin NC 1 320
Shielded Metal Arc
24 Shielded Metal Arc Welding (NC 11) 320
Welding NC 1
25 Tile Setting NC 11 320
Transmission Line Installation and Electrical Installation and
26
Maintenance NC Il Maintenance NC Il
95
Figure 2.3: Sample Curriculum Map for TVL Track: Industrial Arts (IA)
Strand TVL Track: Information and Communications Technology (ICT)
Strand
qualifications under the information and communication technologies sector.
Students with ICT specializations will be able to demonstrate the skills,
competencies, and values in effective application, use, and management of
techn010U in the context of system designing and customer service.
Table 2.21. Specialized Subjects for TVL Track: Information and

Communications Technology (ICT) Strand
Number of
Specialization Pre-requisite
Hours
1. Animation NC Il 320
2. Broadband Installation (Fixed Wireless Computer Systems
160
S stems NC Il Servicin NC Il
3. Computer Programming (.Net
(NC 111) updated
based on TESDA Training
Regulations published December 320
28,
2013
4. Computer Programming (Java) (NC
Ill) updated based on TESDA Training
Regulations published 28 December 320
2013
5. Computer Programming (Oracle
Database) (NC 111) updated based
on TESDA Training Regulations 320
published 28 December
2013
6. Computer Systems Servicing (NC
Il) updated based on TESDA
Training Regulations published 28 640
December
2007
7. Contact Center Services NC Il 320
8. Illustration NC 11 320
9. Medical Transcri tion NC 11 320
10. Technical Drafting NC Il 320

11. Telecom OSP and Subscriber Line
Computer Systems
Installation co er Cable POTS and 320
Servicing (NC Il)
DSL NC 11
12. Telecom OSP Installation (Fiber Optic Computer Systems
160
Cable NC 11 Servicing NC Il
97
Figure 2.4: Sample Curriculum Map for TVL Track: Information and
Communications Technology (ICT) Strand
C. Work Immersion/ Research/ Career Advocacy/ Culminating Activity
57. Regardless of track or strand, each specialization has one 80-hour
subject slot where learners may take up Work Immersion/ Research/ Career
Advocacy or a Culminating Activity. These options serve as avenues to apply and
showcase the skills they have learned during SHS. However, the subject to be
offered will depend on the school's capability. In terms of Work Immersion in TVL,
the schools may opt to utilize various delivery models. Table 2.22 A illustrates these
delivery models. The examples referred to (Models B 1, B2 and so on) can be found
in DepEd Order No. 30, s. 2017.
Table 2.22 A: Work Immersion Delivery Models

Work
Learner's Purpose
Models Immersion School Options
and Needs
Hours
Model A 80 hours For learners who Has partners
(This is the only need 80 hours that only
minimum of work immersion accommodate
requirement 80 hours of
for Work Work
Immersion.) Immersion
Model B 240 hours Optional for Has several 1. Learners may start
(80 + 160 learners who: Work taking a 640-hour
hours) specialization in Grade
1. decide to do Immersion
more Work 9 and finish at Grade
partners that 11. For Grade 12, s/he
Immersion
hours in the can may take up another
specialization accommodate 160-hour
of their choice; all its learners specialization before
or after the Work
and in the first and Immersion.
2. have more second
Work semester of Examples are shown in
Immersion Grade 12 Models Bl and B2.
opportunities 2. Learners may start
available. taking a 320-hour
specialization at Grade
11. For Grade 12, s/he
may take up another
160-hour
specialization before
or after the work
immersion.
Examples are shown in
Models Bl and B3.
3. Learners may also
99
take up three 160-
Work
Learner's Purpose
and Needs
Hours
hour specializations
starting Grade 11.
Work Immersion may

be done during the
second semester of
Grade 12.
An example is shown
in Model B4.
Model C 240 hours Optional for Has Work 1. For a 640-hour
distributed learners who: Immersion specialization,
1. decide to do venues but these learners may take the
over several more Work
cannot first 320 hours in
terms Immersion Grade 11 then have
hours in the accommodate
120 hours of Work
specialization all learners in Immersion during
of their choice;the 2nd summer.
2. have more semester of
Work Grade 12, hence They may then take
Immersion making it up 160 specialization
opportunity necessary to hours during the first
available; and semester of Grade 12
spread out the
3. are enrolled in and have 40 hours of
immersion over
specializations Work Immersion
several terms
that require during the semestral
more training break.
hours.
Learners may then take
up the remaining 160
specialization hours
during the second
semester of Grade 12
and have 80 hours of
Work Immersion.
An example is shown
in Model Cl.
2. Another option for a

640-hour
specialization is for
101
learners to take 320
hours of specialization
in Grade 11 and have
160 hours of Work
Work
Learner's Purpose
and Needs
Hours
Immersion during
summer.
S/he may then take up
320 hours of
specialization during
the first semester of
Grade 12 and have 80
hours of Work
Immersion during the
second semester.
An example is shown in
Model C2.
Model D 320 hours Optional for Has partners 1. For a 480-hour
distributed learners who: who have more specialization and
1. are likely to Work work immersion for
over proceed to Immersion slots 320 hours, learners
several employment may take up 320
terms (80 after basic Has select specialization hours in
+ 240 education; learners who Grade 1 1 and have 80
2. decide to do are ready for hours of Work
hours) Immersion during
more Work more training in
Immersion the workplace summer.
hours in the S/ He may then take
specialization the remaining 160
of their choice; specialization hours in
and the first semester of
Grade 12 and have 240
3. have Work
hours of Work
Immersion Immersion in the
opportunities second semester.
available to
them. A sample is shown in
Model DI below.
102
2. Learners may finish
a 320-hour
specialization in Grade
11 and have 40 hours of
Work Immersion during
summer.
Learners may then

continue their Work
Immersion in the
320hour specialization
in
Work
Learner's Purpose
and Needs
Hours
the first semester of
Grade 12 for 240
hours and during
semestral break for
40 hours.
S/ He may then take up
another 160-hour
specialization during
the second semester of
Grade 12.
A sample is shown in
Model D2.
58. Curriculum Guides with activity examples for each track or strand may be
downloaded from the DepEd website. Table 2.22 B lists these sample activities.
Table 2.22 B: Sample Activities for Each Track or Strand

Track/ Strand Sam le Activit *
ABM Business Enter rise Simulation
HUMSS Culminatin Activit
STEM Research/ Ca stone Project
Arts and Design Performin Arts Production/ Exhibit for Arts Production
S orts A renticeshi off-cam us
TVL Work Immersion* *
*These are only examples. These activities may be applied to other tracks or strands.
Schools may also design their own activities.
* *Guidelines for Work Immersion may be found in DepEd Order No. 30, s. 2017.
D. Senior High School (SHS) Curriculum Flexibilities
103
59. The SHS Curriculum is already in place and a set list of
subjects make up the SHS Core, Applied Track and Specialized Track
Subjects. However, the following flexibilities are allowed:
For Core Subjects

60. In Grades 1 1 and 12, students shall take 15 core subjects.
The core subjects are based on the eight learning areas and taken by all SHS
learners: 1) Language; 2) Humanities; 3) Communication; 4) Mathematics;
5) Philosophy; 6) Science; 7) Social Science; and 8) Physical Education and
Health.
61. Every subject in the core curriculum is compulsory and

has a time allocation of 80 hours.
62. However, curriculum flexibility allows for two subject
substitutions, provided that the replacement subjects must have the
same competencies with the
subjects to be replaced. For example, Oral Communication may be substituted with a
similar subject such as Speech and Discourse for as long as the competencies that are
supposed to be developed in Oral Communication are also developed through the
alternate subject.
63. Regardless of program offering, there should be at least

13 subjects consistent, in content and competencies, with the approved
SHS curriculum and must use the approved curriculum guides.
For the Specialized Track Subjects

64. In Grades 11 and 12, students shall take 9 specialized
or 9 subjects totaling 720 hours. The specialized track subjects contain
different curriculum content and competencies that are unique to the
chosen track and strand. Curriculum flexibility for the specialized
track subjects can be done in several ways:
a. Allow for three subject substitutions, provided that the
replacement subjects are related to the field of specialization. For
example, in HUMSS, 3 subjects may be replaced by other HUMSS
subjects which may be more related to the college course that
learners will pursue after
SHS.
b. Provide for various models for work immersion. See DepEd Order No.
30, s. 2017 for reference.
c. Allow for the creation of a new set of 9 specialization subjects which
follow the Curriculum Development Process (a separate issuance will
be released regarding this process).
104
d. For the General Academic Strand, there should be at least four subjects
consistent in content and competencies, with the approved SHS
curriculum. This is so because GAS allows for two electives. If the
electives are to be taken from the other academic strands or TVL
specializations, such electives must be consistent in content and
competencies with the approved SHS curriculum and use the approved
curriculum guides.
E. Assessment in SHS
59. Classroom assessment in SHS consists of formative and
summative classroom assessments given during Grades 11 to 12 to improve
student learning outcomes. The processes may be found in DepEd Order
No. 8, s. 2015 Learners are given feedback about their performance to help
them choose their career paths. DepEd Order No. 36, s. 2016 on honors
provides schools the mechanisms for giving awards and recognition to the
talents and effort of learners.
60. The assessment of student learning is discussed in greater
detail in DepEd Order No. 55, s. 2016, entitled Policy Guidelines for the
National Assessment of Student Learning for the K to 12 Basic Education
Program.
IV. FEATURES OF SECONDARY EDUCATION
67. Besides the core curricula, the Secondary Education Curriculum also
offers a variety of school programs to secondary education learners aimed at their
holistic development. These include Special Curricular Programs (SCPs), Homeroom
Guidance Program (HGP) , Citizenship Training Program (CTP), Secondary Schools
for specific purposes, Co-curricular Activities in Secondary Education, Special
Education and Flexible Learning Options (FLOs). They are described and discussed in
this section.
Special Curricular Programs (SCPs)

68. The SCPs "have been designed to enable students to understand their
strengths, pursue their interests, and develop their multiple intelligences (DepEd
Memorandum No. 149, s. 2011)." Through SCPs, it is envisioned that DepEd will
produce globally-competitive learners imbued with desirable values and equipped
with 21st century skills that can contribute to nation-building and national
transformation while preserving Filipino culture, heritage and identity.
69. Specifically, these SCPs aim to provide high school learners with a
foundation for a career pathway that is aligned with their interests and aptitudes. In
JHS, the SCPs will no longer take the place of TLE; instead, the SCP will be treated
as an additional subject. The delivery of TLE shall be contextualized to the SCP being
taken up by the learners. For example, if the student is taking Special Program in the
Arts (SPA), the student's TLE will focus more on making costumes and designing
animations that will be useful in the SCP subject. Some SCPs, such as Special
105
Program in Foreign Language (SPFL) and Special Program in Journalism (SPJ), may
be offered as an elective in the General Academic Strand (GAS). Table 2.23 lists and
describes the different SCPs:
Table 2.23: Special Curricular Programs (SCPs)

No. SCP Pro ram Descri tion
1 Special Program in SPA provides learners with a chance to develop and
the Arts (SPA) enhance their talents in the following art fields: Visual
Arts, Music, Theatre Arts, Dance Arts, Media Arts,
and Creative Writing (English and Filipino). SPA aims
to create young artists with aesthetic potentials who
will preserve and enrich Fili ino culture and herita e.
2 Special Program in SPFL provides learners with educational opportunities
Foreign Language to learn a foreign language. SPFL aims to develop
(SPFL)
students' skills in listening, reading, writing, speaking,
and viewing in a foreign language; develop their
understanding of and appreciation for other peoples'
cultures; and prepare them for meaningful interaction
in a linguistically and culturally diverse workplace.
Schools with SPFL offer at least one of the following
languages: Spanish, Japanese, French, German,
Chinese Mandarin , and Korean.
3 Special Program in SPJ develops learners with a talent in writing and
Journalism broadcasting. The program aims to enrich the
experiences, hone the journalistic skills and
competencies of studentwriters, and strengthen free
and responsible journalism. SPJ is designed to develop
learners' skills in mass communication, rint, online,
and broadcast media.
4 Special Program in SPS is offered to learners who want to develop their
Sports (SPS) talents in different sports disciplines. SPS provides
training for athletes to be able to compete in national
and international sports competitions. Schools that
offer SPS should have a minimum of five individual/
dual sports (Archery, Arnis, Badminton, Chess,
Gymnastics, Table Tennis,
No. SCP Pro ram Descri tion
Taekwondo, Tennis, and Dance sports) and three team
sports (Baseball, Basketball, Football, Sepak Takraw,
Softball or Volleyball .
5 Science, Techn010U, STE, formerly known as Engineering and Science
and Education Program (ESEP), offers learners with an
Engineering
enriched science and techn010U-oriented curriculum
STE Program
106
that will prepare them for higher education or work in
the areas of science, technolo , and engineering.
6 Special Program in SPTVE is a special curricular program that provides
TechnicalVocationa the complete development of the individual as a total
l
person equipped with technical-vocational and
Education
(SPTVE)
academic competencies, proper work ethic and
desirable values that will make the learner
economically stable, responsible, law-abiding,
productive and competitive in the world of work. It
provides opportunities for Junior High School students
to acquire the necessary skills and competencies, and
qualifications to empower them for further
specialization in Technical-Vocational-Livelihood
TVL courses in Senior High School.
The Homeroom Guidance Program (HGP)
70. The Homeroom Guidance Program (HGP) operates on the belief that
every student is unique, and has abilities to develop oneself using one's learnings and
experiences, and with support from school, family, community, government, and
other institutions.
71. The HGP shall address the academic, personal/ social and career needs of
the students in a developmental, comprehensive and proactive manner, in order to
produce students who understand themselves, respect individual differences, make
informed decisions, have problem-solving skills, and are able to achieve academic
success and plan for their future. Furthermore, it envisions to prepare learners to work
for the common good of society while upholding international standards.
72. The subject is handled by a class adviser who is expected to maintain a
congenial relationship with learners and promote a safe and interactive atmosphere for
the class.
Il. Citizenship Training Program (CTP)

73. The Citizenship Training Program (CTP) is a restructuring of the Citizens
Army Training and the Citizenship Advancement Training (CAT). It aims to enhance
learners' social responsibility and commitment to the development of their
communities. It also intends to develop their abilities to uphold law and order as they
actively lead and participate in activities and projects for community development,
and assist the government especially in times of emergency. It shall be a separate
learning area in Grade 10.
74. The CTP has two components:
a. Basic Leadership provides learning opportunities to gain knowledge,

skills, and understanding on the rights and duties of citizens, and on
military orientation with emphasis on leadership, followership, and
personal discipline.
107
b. Public Safety provides basic knowledge of and skills development in public
safety, and prepares students for emergencies. It encompasses all programs
and activities that contribute to the maintenance of peace and order, promote
public health and safety and Disaster Risk Reduction Management (DRRM),
and encourage observance of and compliance to laws.
75. A separate CTP policy issuance will be released.
Ill. Secondary Schools for Specific Purposes

76. There are specialized Secondary Schools created to respond to the goals,
aspirations, and needs of a community and its members. These schools may be
mandated by law or be determined by the DepEd.
a. Regional Science High Schools (RSHS)
77. Regional Science High Schools (RSHS) are separate schools designed to
provide a more intensive and advanced secondary education program for
scienceinclined and intellectually advanced learners with the objective of fostering
critical thinking through the problem-solving approach. The RSHS have enriched
science, mathematics, and English curricula in addition to the existing Secondary
Education Curriculum.
b. Sports Academies
78. Sports Academies for students who are gifted and talented in the
field of human kinetics and sports may be organized for each region or
province. Guidelines for the creation of these academies are in development.
The curriculum development process and the preparation for the provision of
the curriculum support system unique to the needs of athletes and sports
professionals will be included in these guidelines.
c. Schools for Arts and Design
79. Schools for Arts and Design for students who are gifted and talented in
the disciplines of arts and design may be organized for each region or province.
Guidelines for the creation of these schools are in development. The curriculum
development process and the preparation for the provision of the curriculum support
system unique to the needs of artists and design professionals will be included in these
guidelines.
d. Rural Farm Schools
80. The Rural Farm School (RFS) program aims to provide a facilitative and
experiential learning on the core subjects of the secondary education curriculum with
focus on agri-fisheries, designed to address the needs of learners in rural, agricultural,
and fishing communities. It targets learners who are children of farmers and fisherfolk
in the locality. It also gives priority to Comprehensive Agrarian Reform Program
(CARP) beneficiaries or farmers who had received certificates of land ownership. The
108
implementation guidelines of the program will be discussed in detail in another
issuance.
e. Multigrade Secondary Schools
81. To ensure that their learners are provided with complete basic education,
some secondary/ integrated schools continue to implement the Multigrade Education
Program. These schools typically have fewer enrollments and are usually found in
rural and remote communities. Following the setup in elementary level Multigrade
Education Programs, learners from various secondary grade levels are grouped as one
class, which is handled by one teacher. Provision of adequate learning resources and
environment is essential to ensure that standards of the secondary curriculum are met.
Policy guidelines for multigrade secondary schools will be developed and released as
a separate issuance.
IV. Co-curricular Activities in Secondary Education

82. To provide learners with opportunities to exhibit their learning, the
DepEd holds annual competitions at the school, schools division, regional, and
national levels. These competitions are discussed in this section.
a. National Schools Press Conference

83. The National Schools Press Conference (NSPC) is DepEd's
competition for campus journalists. The NSPC is mandated by Republic Act
No. 7079 or the Campus Journalism Act of 1991 , which directs DepEd to hold
"periodic competitions, press conferences and training seminars in which
student-editors/ writers and teacher-adviser of student publications in the
elementary, secondary and tertiary levels shall participate. Such competitions,
conferences and seminars shall be held at the institutional, divisional, and
regional levels, culminating with the holding of the annual national
elementary, secondary or tertiary School Press Conferences in places of
historical and/or cultural interest in the country."
84. Through the NSPC, DepEd provides a venue for an enriching

learning experience for students interested in journalism as a career,
promotes responsible journalism and fair and ethical use of various
media, and enhances journalistic competence through healthy and
friendly competitions. Furthermore, young campus journalists are
expected to demonstrate an understanding of the importance of
journalism by expressing it through different journalistic endeavors and
approaches, and sustain advocacy on social consciousness and
environmental awareness.
85. The NSPC has expanded its competition from the usual print
category to online and broadcast (TV and radio) categories. To accommodate
schools that cannot print their own paper, electronic copies (pdf) are being
considered as entries in the school paper contest.
109
b. National Festival of Talents
86. The National Festival of Talents (NFoT) aims to provide

secondary school learners with opportunities to showcase their talents through
exhibitions of their products and performances as evidence of their learning,
and extend parallel learning sessions for teachers and learners to enhance their
knowledge and skills in their respective fields of interest.
87. The NFoT has skills exhibition in different fields, namely,
Technolympics (Techn010U and Livelihood Education), Sining Tanghalan
(Arts), National Population Quiz and On-the-Spot Skills Exhibition on
PopDev (Araling Panlipunan), Pambansang Tagisan ng Talino (Filipino), and
Foreign Language Skills Showcase (Special Program in Foreign Language). It
also includes Musabaqah, an activity primarily for learners who attend Arabic
Language and Islamic Values Education (ALIVE) classes, to demonstrate their
competencies in the learning area.
c. National Science and Techn01047 Fair
88. The National Science and Fair (NSTF) aims to

promote Science and Techn010ß7 consciousness among the youth and identify
the most creative or innovative Science researchers who will represent the
country in international competitions like the Intel International Science and
Engineering Fair (Intel ISEF).
89. As a research competition, the NSTF encourages young scientists

to conduct investigative studies in life science, physical science, and robotics.
Mathematics and engineering-related projects fall under the physical science
category.
d. Palarong Pambansa
90. The Palarong Pambansa (or Palaro) is an annual multilevel

national scholastic athletic competition conducted by DepEd and participated
in by elementary and secondary learners from public and private schools. The
Palaro was institutionalized through Republic Act No. 10588, or the Palarong
Pambansa Act of 2013, and serves as a laboratory of learned or acquired
knowledge, skills, and attitudes in Physical Education and school sports
programs. It provides athletic young learners opportunities to improve their
physical, moral, intellectual, and social well-being, and serves as a means to
promote education, health, development, and peace.
91. The Palaro also seeks to instill the spirit of discipline, teamwork,
excellence, fair play, solidarity, sportsmanship, and other values inherent in
sports among student-athletes. It has served as a platform for talent
identification, selection, recruitment, training and exposure of elementary and
secondary student athletes. Through the Palaro, the DepEd promotes Physical
Education and Sports as an integral part of the Basic Education Curriculum
and affirms the schools' commitment to the full development of the potential
of young learners to become responsible and globally competitive citizens.
110
V. Special Education
82. In the secondary level, appropriate Special Education (SpEd)
programs and services are provided for learners with disabilities. These
programs and services refer to academic interventions, curriculum adaptations,
learning resource support, career and guidance counseling programs, and
transition programs focusing on technical-vocational competencies and/or
special interest skills development. To address the learners' health and medical
conditions, schools' referral system to medical and allied medical-service
providers is an essential part of SpEd services. This will only be possible
through strong school-community collaboration and partnerships with parents
and families, local government units, and nongovernment agencies and civic
organizations.
83. Proper assessment and identification of strengths, difficulties and

interests are essential in planning for the appropriate transition program and
Individualized Education Plan (IEP) for learners with disabilities. The
guidance and counseling program gives direction and support to learners in
preparation for adulthood, identification and accomplishment of goals in the
IDP, and learners' transition to school-work, home, or community life.
84. To ensure that learners have access to the K to 12 basic education

program, curriculum contextualization, adaptations, and modifications are
made depending on the learner's abilities and needs. This is possible when time
allotment for learning areas and subjects in junior and senior high school are
adjusted and/or extended. Another example is the Adaptive Physical Education
(PE), wherein PE teachers modify and prepare activities to include learners
disabilities. Learners with disabilities also access the curriculum when they are
provided with and supported by learning resources and assistive devices and
technologies. These include sign language interpreters, materials in Braille,
wheelchairs, and hardware and software systems, among others.
85. On the other hand, the transition program prepares learners to

successfully move forward from home to school, class to class, and/or from
school to another school for higher education or middle-level skills
development. The prograrn may also help learners transition to employment
and entrepreneurship. For more information, please refer to the policy on
learners with disabilities.
VI. Flexible Learning Options

82. Flexible Learning Options (FLOs) for both Elementary and
Secondary education are discussed in Annex 3.
References
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Young Adolescents. Retrieved 1 August 2016, from
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youngAdolescents.aspx
Centers for Disease Control and Prevention (n.d.). Child Development. Retrieved
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Committee on the Rights of the Child. General comment no. 4: Adolescent health
and development in the context of the Convention on the Rights of the
Child. Accessed 1 August
2014. www.unicef.org/CRCCommitAdolesc.doc.
Convention on the Rights of the Child. Accessed 1 August 2014.
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DECS Order No. 11, s. 1989 Implementation of the New Secondary Education
Curriculum under the 1989 Secondary Development Program
DepEd Memorandum No. 149, s. 2011 Career Pathways for High School Students
DepEd Order No. 31, s. 2012 Policy Guidelines on the Implementation of Grades
1 to 10 of the K to 12 Basic Education Curriculum (BEC) Effective
School Year 2012-2013
DepEd Order No. 55, s. 2016 Policy Guidelines for the National Assessment of
Student Learning for the K to 12 Basic Education Program
DepEd Order No. 35, s. 2003 Implementation of the Citizenship Advancement

Training (CAT) at the Fourth Year High School Level
DepEd Order No. 50, s. 2005 Revised Implementing Guidelines on the
Implementation of Citizenship Advancement Training (CAT) in Both
Public and Private Secondary Schools
DECS Order No. 69, s. 1993 Science High Schools
DECS Order No. 55, s. 1994 Curriculum in the Regional Science High Schools
DECS Order No. 67, s. 1997 Implementation of the Revitalized Homeroom

Guidance Program (RHGP) for SY 1998-1999
DECS Order No. 52, s. 1998 Guidelines on the Implementation of the

Revitalized Homeroom Guidance Program (RHGP) and the System of
Rating and Reporting Student Performance Under the RHGP
Papalia, D.E. & Olds, S.W. (1995). Human Development. New York: McGraw-Hill Book
Company.
Psychologr Today (n.d.). Adolescence. Retrieved 1 August 2016 from

https://%vvww.psychologytoday.com/intl/basics/adolescence
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Republic Act No. 7079, s. 1991 An Act Providing for the Development and
Promotion of Campus Journalism and for Their Purposes
State Adolescent Health Resource Center. (n.d.). Health & Development.
Retrieved August 1, 2016, from a umn.edu
sahrc4 „z '22 w 17 home health-
UNICEF (1990). Education for all. Retrieved August 1, 2014 from

http://www.unicef.org/education/index 44870.html.
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http://www.unicef.org/sowc2011 / .
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from https://www.unicef.org/sowc2() 16/
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August 1, 2014 from http://www.who.int/maternal_child_adolescent/
topics/ adolescence / second-decade / en/ .
ANNEX 3: FLEXIBLE LEARNING OPTIONS: ADMs and ALS
1. Flexible Learning Options (FLOs) provide a menu of learning

interventions and pathways that are responsive to the needs, context, circumstances,
and diversity of learners. FLOs allow for variations in organization, approaches and
modalities of teaching and learning. This flexibility is helpful for learners who are at
risk of dropping out, children and youth who are out of school, adults who failed to
finish basic education, learners with special needs, learners with extreme difficulty in
accessing schools or those who attend overpopulated schools, and learners in
emergency situations.
2. There are two main categories of FLOs: the Alternative Delivery Modes
or ADMs and the Alternative Learning System or ALS.
1. ADMs
3. Alternative Delivery Modes (ADMs) are instructional or learning
modalities that do not strictly follow the typical set-up for regular classroom
instruction, but follow the formal K to 12 curriculum in content. Formal curriculum
refers to the curriculum starting at Kindergarten and ending at Grade 12 that
learners undergo through successive grade levels.
4. The flexibility in instructional or learning modalities of ADMs is in

terms of the time and duration of instruction, the place of instruction, or the method
of instruction. Instruction may be face-to-face learning, where the teacher and
learner/ s are physically in one venue during lessons, distance learning, where a
learner is given materials or access to resources and s/he undertakes selfdirected
113
study at home or in another venue, or blended learning, a combination of face-to-
face and distance modalities.
5. All public elementary and secondary schools should be ready to offer
ADMs for all types of learners whenever the need arises. They are required to
inform their Schools Division Office through a letter addressed to the SDS
everytime a new ADM is offered by the school.
6. Private schools are similarly allowed to offer ADMs after securing a

permit to offer from their Regional Office. The requirements for acquiring a permit
include a letter of intent addressed to the Regional Director through the Schools
Division Superintendent, and an implementation plan that describes the target
learners for the ADM, the training plan for parents, and the learning resources. A
school coordinator must also be identified for every ADM that the school will offer.
7. The learning resources for the K to 12 program are also used for
ADMs. However, distance or blended learning may require learning resources that
are designed for independent or self-paced study. These may be in the form of
modules made available through ICT or other technological tools.
8. The ongoing ADMs of DepEd are as follows:
A. Home School
9. Home schooling provides learners with access to formal education

while staying in an out-of-school environment. Authorized parents, guardians, or
tutors take the place of the teachers as learning facilitators. While learners are
expected to meet the learning standards of the K to 12 Basic Education Curriculum,
the learning facilitators are given flexibility in learning delivery, scheduling,
assessment, and curation of learning resources. The program aims to cater to
learners who may require home schooling because of their unique circumstances,
such as illness, frequent travelling, special education needs, and other similar
contexts. Moreover, the program allows parents and guardians to maximize their
involvement in their children's education as a matter of parenting philosophy.
10. Parents or guardians who opt to enroll their children in a home school
program should do so through a public school, or through a private school that had
been given a permit to offer a home school program. These schools will be in
charge of ensuring the following:
a. that a parent or guardian is assigned as a learning facilitator;

b. that the learner is registered through the Learner Information System
c. that learning materials and resources are available for the learner;
and
d. the School Form 9 and other pertinent school records are issued to
homeschoolers.
11. Alternatively, learners may be enrolled through home school providers,

which are learning centers or institutions that provide home schooling. To facilitate
114
the registration of learners through the Learner Information System (LIS), these
providers may either find a DepEd accredited partner school, or they may
coordinate with the SDO directly.
B. Instructional Management by Parents, Community, and Teachers

(IMPACT)
12. The development of IMPACT as an alternative delivery mode has been
facilitated by the Southeast Asia Ministers of Education Organization Regional
Center for Educational Innovation and Techn010U (SEAMEO INNOTECH) in the
early 1970s in response to the common problems faced by the member states in
their respective education systems. These problems include unequal access to high-
quality education, high dropout rates, low cohort survival rates, and declining
learning achievements, among others. IMPACT was thus designed to effectively
address these issues while maximizing the states' limited economic resources; by
providing space for both independent and collaborative learning, and by
empowering families to support their children's education through tutoring and
monitoring of their progress, the program pools together the resources of the
schools and their immediate communities to extend the reach and improve the
quality of the education system.
13. In the Philippines, IMPACT is available for elementary schools only.
Schools that offer this learning option must group learners from varying grade
levels into learning families, which consist of 50 to 60 learners each; ideally,
learners should be placed in the same learning family as their siblings/ relatives,
neighbors, and friends, so that the members of the group are naturally accountable
for one other's attendance and progress in school. Teachers will function as
instructional supervisors who will oversee the learning of 1-2 learning families.
14. IMPACT allows for three modes of learning delivery, namely (1)
Programmed Teaching, (2) Peer Group Learning, and (3) Self-Instruction.
15. Programmed Teaching is available for learners in Grades 1 to 3.
The content and delivery of lessons are pre-arranged through Learning
Modules, and are presented by selected learners from Grades 4 to 6. These
selected learners will be trained by the instuctional supervisors to teach half of
the required lesson for one subject. The schedule of learners who will be
assigned to teach must be given at least a week ahead to allow them to prepare
the learning materials and to practice their delivery. This arrangement allows
for the instructional supervisor to attend to more learners, while also giving an
opportunity for able Grades 4 to 6 learners to enhance their mastery of the
competencies they teach.
16. Peer Group Learning, on the other hand, is available for learners from
Grades 4 to 6. Within learning families, learners are further grouped into peer
groups with 5-6 members of varying assessed learning levels, as determined through
a diagnostic test. Each group will study the same set of modules at their appropriate
pace; learners will take turns in leading the discussions, although the ones who have
115
performed well in diagnostic tests will be assigned to lead first. This arrangement
gives space for learners to develop skills in collaboration and leadership.
17. In addition, when peer groups finish the learning modules, they
will meet as one class and will be handled by a Resource Teacher, who will
deliver enrichment classes and introduce audio-visual materials to the
learners.
18. Finally, Self-Instruction can be availed by Grade 4 to 6 learners in two
ways. For those who are able to regularly attend the peer group meetings, they are
given an hour a day for independent learning. During this time, learners are tasked
to either review the modules they have already accomplished, or to prepare for the
next module. The instructional supervisor is also expected to assist learners through
remediation if necessary. If equipment is available, learners will also be allowed to
look up and study other learning resources available online. On the other hand, Self-
Instruction may also refer to learners studying the modules on their own outside the
school. This option is available for learners who exhibit functional literacy, and who
are unable to regularly report to school due to valid reasons such as illness, or the
need to assist parents at work.
B. Modified In-School Off-School Approach (MISOSA)
19. In order to address limitations in classrooms, teachers, and learning

materials, DepEd schools may offer the Modified In-School Off-School Approach
(MISOSA). This delivery mode specifically caters to Grades 4, 5, and 6 classes with
at least 50 learners. Learners are divided into two groups. During class hours, except
on designated days for assessments, only one of the groups be in school, while the
other will be at another location near the school or will meet online through a
platform prepared by the school, depending on the agreement set by the class. The
in-school aroup will proceed with formal instruction facilitated by their regular
school teachers, while the out-school group will have independent learning using
the materials provided by the school, with the assistance of a para-teacher or
learning facilitator. The groups will switch arrangements periodically (e.g. a week,
or a month), depending on the agreed time between the learners and the teacher. The
two groups shall meet together for assessment and for enrichment.
20. Acknowledging that independent learning requires functional literacy,

learners are first required to take the Informal Reading Inventory (IRI) test, as well
as other school-based assessment tools, and pre-tests before the implementation
of the program. Learners that are found to be incapable of independent learning
will have to stay in the in-school group, until they gain the necessary
competencies. Further, the school will conduct an orientation for parents and
guardians of those who will take part in the off-school arrangements, so that
they may be informed of the goals of the program, the class schedule and
venues, and the expectations from the learners.
21. The MISOSA may be implemented for learners who are capable of
independent learning, and learners in emergency situations given the availability of
116
learning facilitators, and accessible learning resources, learning centers, or
platforms/ software for program implementation.
B. Night High School l
22. The Night High School program aims to provide opportunity to high
school learners to finish basic education through evening classes. The program is
intended for high school learners, of legal age, who are working.
23. Secondary schools implementing night high school should submit to the
Schools Division Office a night class program to be completed in 4 to 5 years for
Junior Night High School and 2 to 2 1/2 years for Senior Night High School. Classes
should begin not earlier than 4:30 in the afternoon and end not later than 9:30 in the
evening, and may include the conduct of Saturday classes. The program allows for
the Techn010U and Livelihood Education (TLE) competencies to be completed in
the learner's workplace subject to proper supervision and evaluation by the TLE
teacher and the partner-employer. All other prog-am schemes must be approved by
the Schools Division Office.
B. open High Sch0012
24. The Open High School Program (OHSP) is an alternative mode of

delivering secondary education that puts a premium on independent, self-paced and
flexible study to reach learners who are unable to start or complete secondary
education due to limited time, geographical inaccessibility of schools, physical
impairment, financial difficulties, and/or social or family problems.
25. The program is open to all high school learners who are abale to
demonstrate their capacity for independent learning through to Independent
Learning Readiness Test (ILRT) and Informal Reading Inventory (IRI). Qualified
learners are expected to report to school on a weekly basis during the first semester
and subsequently reduced to a monthly consultation during the second half of the
school year depending on his readiness for independent learning. A teacher-adviser
and subject teachers shall be assigned to a class in order to provide support to the
learner. The program is to be delivered for 6 years for Junior High and additional 3
years for Senior High School.
26. Table 3.1 summarizes the five ADMs DepEd offers.
I
DECS Order No. 88 s. 1997
- DO 46 s.2006
Table 3.1: Summary of DepEd ADMs

ADM Description Target Beneficiaries
Home School Provides basic education to Learners who are unable to

learners in a home-based attend school but have someone
setting with parents, guardians who is capable of delivering
instruction
117
or tutors as learning
facilitators, under supervision
by DepEd and designated
licensed teachers.
IMPACT Provides basic education to learners Learners in congested schools
(Instructional in school-based setting wherein where there are
Management by multi-grade learners are grouped for communitybased volunteers
Parents, learning facilitated by peers, and teachers
Community, and
parents, or community members
Teachers)
under the guidance of an
instructional supervisor. It also
allows for independent learning.
Modified In-School Provision of formal education in 1. Learners in overpopulated
Off-School school and off-school to learners in schools.
Approach (MISOSA) Grades 4 to 6 with capacity for
independent learning, and who 2. Learners who are unable to
could not be fully accomodated in attend school regularly due
school. They receive blended to economic, physical and
instruction. In-school group are with social constraints.
the classroom or subject teachers
and the off-school group are with a
teacher-facilitator in a separate
venue.
Night High School Learners attend classes after regular For high school learners who
school hours. This learning option are unable to go to school
allows program completion beyond during the day
the prescribed number of years.
Open High School Provides opportunity to all high For high school learners who
Program (OHSP)
school learners capable of are incapable of going or
independent learning to complete staying in school
basic education through quality
distance education
27. The Alternative Learning System (ALS) is distinguished from the ADMs by its use of the non-
formal ALS - K to 12 Basic Education Curriculum.
28. According to UNESCO, "the defining characteristic of non-formal
education is that it is an addition, alternative and/or a complement to formal
education in the process of the lifelong learning of individuals. It caters to people of
all ages, but does not necessarily apply a continuous pathway-structure. Nonformal
education can cover programs contributing to adult and youth literacy and education
for out-of-school children, as well as programs on life skills, work skills, and social
or cultural development."
118
29. The ALS-K to 12 Basic Education Curriculum is aligned with the K to
12 Enhanced Basic Education Curriculum. Like the K to 12 formal curriculum, the
ALS-K to 12 Basic Education Curriculum (ALS-K to 12) is also expressed in
Content Standards, Performance Standards and Learning Competencies. In addition,
ALS learning competencies are also coded. Those that have been lifted from the
formal curriculum have two codes, i.e. their code from the formal curriculum and
their ALS learning competency code.
30. During the alignment and finalization process, many learning
competencies from the formal school curriculum were adopted in the ALS-K to 12
Basic Education Curriculum. Additionally, some competencies on ICT and life skills
that are not found in the formal school system have been included.
31. There was significant expansion of the content scope of the curriculum
to ensure alignment with the formal K to 12 school curriculum. The number of
competencies included in the former ALS curriculum was increased from 776
learning competencies to 2,046 enhanced learning competencies.
32. In general, the ALS-K to 12 is organized into six interrelated learning
strands that bring functional literacy and content knowledge together. It has
contextualized learning materials which take into account the prior learning,
competencies, and experiences of learners. The strands continue to be anchored on
the original learning strands of the ALS-K to 12 with some refinements:
a. Revision of the content scope and title of Learning Strand 3 to Life and
Career Skills
b. Integration of the former Learning Strand 4 (Development of Self and
Sense of Community) and Learning Strand 5 (Expanding One's World
Vision) into a single learning strand (Learning Strand 4) titled
"Development of Self and Sense of National, Regional, Global Identity"
c. Development of a new learning strand (competencies for Learning Strand
5) focused on digital literacy
d. Separation of the former Learning Strand 2 into two separate strands
(Scientific Literacy and Critical Thinking Skills and Mathematical and
Problem-Solving Skills)
33. Table 3.2 shows the six learning strands and corresponding topics or
skills.
Table 3.2: ALS Curriculum Learnin Strands

Learning Strands To ics or Skills
Communication Skills English
Learning Strand 1
Communication Skills Fili ino
Learnin Strand 2 Scientific Literac and Critical Thinkin Skills
Learnin Strand 3 Mathematical and Problem-Solvin Skills
Learning Strands To ics or Skills
Learning Strand 4 Life and Career Skills
119
Learnin Strand 5 Understandin the Self and Societ
Learning Strand 6 Di ital Literacy
34. Each strand has a schematic diagram that describes the relationship
of the parts to the whole strand. Each strand contains content and performance
standards which are then followed by learning competencies. Next to the
learning competencies are columns representing the ALS learning stages,
specifically: Basic Literacy, Elementary level (Lower and Advanced), Junior
High School and Senior High School.
35. The table below (Table 3.3) summarizes the content per learning
strand:
Table 3.3 ALS - K to 12 Basic Education Curriculum Learning Strands Content

Learning Strand Description
Learning Strand l : The main thrust of Learning Strand (LS) 1: Communication
Communication Skills is to develop the ability to access, critically process and
Skills (English) effectively use available information in a variety of media to
be able to:
1. function effectively as a member of the family,
community; nation, and the world; and
2. participate acti.vely in community and economic
development.
Learning Strand 1 involves the five macro skills: (1) listening
purposively and critically; (2) speaking clearly and
appropriately; (3) reading to process and critically use
information. from a wide range of written materials and other
forms of media; (4) expressing one's ideas and feelings clearly
and effectively in writing; and (5) viewing as an ability to
demonstrate critical understanding and int.erp.retation of
visual media.
To complete SHS and meet the competencies for the middle
skills development, entrepreneurship, and employment exits
of the basic education curriculum, ALS learners must
complete the competencies that are specified in English for
Academic and Professional Purposes and Practical Research 1
and 2 (which are applied subjects). The topic of Practical
Research 1 and 2 may be lifted from the other ALS learning
stra.nds. They should also complete the specialization subjects
of any of the following Senior High School tracks: Sports,
Arts and Design or Technical-VocationalLivelihood.
College-bound ALS learners in SHS must also complete the

core subjects Oral Communication, Reading and Writing and
21st Century Literature from the Philippines and the World
120
(or their equivalents). They must also complete all the
specialization subjects in any of the Academic Strands
(Accountancy, Business and Management [ABM],
Humanities

and Social Sciences [HUMSS], Science, Technologr ,
Engineering and Mathematics [STEM], or General
Academic).
Learning Strand l: Ang pangunahing layunin ay mapaunlad ang kakayahan ng
Communication mga. matatatanda at kabataang hindi na naka/capag-aral
Skills (Filipino) upang kritikal na masuri, maabot at epektibong magatnit ang
impormasyon sa pamamagitan ng iba't ibang uri ng midya
Kasanayan sa upang:
l. Epektibong magampanan ang tun,gkulin bilang
Komunikasuon,g miyembro ng pamilya, komunidad, bansa at daigdig;
Filipino 2. Aktibong makilahok sa pagpapaunla.d ng komunidad at
ekonorniya.
Kasangkot clin dito ang limang 'nakrong kasanayan: (1)

kritikal at malayuning pakikinig; (2) wasto, angkop at
malincuv na pagsasalita; (3) pagpoproseso mula sa pagbabasa
at masusing paggamit ng impormasyong nakasulat o inihayag
gamit ang iba 't ibang anyo ng midya; (4) pagpapahayag ng
naiisip al nararamdaman. nang malina.uy at epektibo sa
pama.magitan ng pagsusulat;; at (5) kritikal na pag-unawa at
pagpapakahulugan sa panonood mga. midyang biswal.
Upana makapaqtapos no SHS at rnagina kuwalipikado para sa
trabaho, negosuo, at paglilinang ng 'naiddle skills', !
cinakailanqang makumpleto nq maq-aaral ng ALS anq rnga
kompetensing nakasaad sa Filipino sa Piling Larangan (na
isang applied subject). Kinakailangan rin nilang makurnpleto
anq mga specialization subjects sa isa sa moa tracks TQ.a, ito:
Sports, Arts and Design o Technical- VocationalLivelihood.
Sa mga rnag-aaral ng ALS na. nais pumasok sa kolehiyo,

kinakailanga.n rin nilang kumpletuhin ang core subjects na
Komunikasuon at Pananaliksik sa Wika at Kulturang Filipino,
Pagbasa at Pagsusuri ng Iba't-ibang Teksto Tungo sa
Pananaliksik (o ang m.ga katumbas nito). Kinakailangan rin
nilang makumpleto ang tnaa specialization subjects sa isa sa
Inga strand ng Academic Track (Accountancy, Business and
Management [ABM], Humanities and Social Sciences
[HUMSS], Science, Techn010U, Engineering and
121
Mathematics [STEM], at General Academic).

Learning Strand 2: Learning Strands 2 and 3 are intended to develop skills which
Scientific Literacy include the core competencies of scientific litera.cy and
arid Critical l" numeracy. Integrated across scientific and numeracy literacy
skills are the critical functional competencies of openness to
Flinking change, awareness of options, ability to make critical and
informed decisions, curiosity, innovativeness and creativity,
sci.entific thinking, logical reasoning, spatial. intelligence and
future orientation. These competencies specifically seek to
extend ancl refine leanners' crit.ica,l and creative thinking
processes including the abilities to:
()rganize new knowledge;

Learning Strand 3: 2. Gather and analyze information;
Mathematical and 3. Categorize things and ideas;
Problem-Solving 4. Make comparisons;
Skills 5. Infer principles from evidences;
6. Critique one's own thinking;
7. Evaluate option.s as a basis of decision making;
8, Apply the scientific process;
9. Seek explanation for applying the scienti.fic process;
10. Support assertions with evidences; l l . Overcome
obstacles and find a better way to do things;
12. Apply principles to draw conclusions; and
13. Learn independently.
The ultimate goal of Learning Strands 2 and 3 is to develop
individuals who are aware of their own thinking, able to make
critical and informed decisions, defend their ideas and
evaluate the ideas of others and are persistent in striving for
new ways of solving problems. Through the development

such critical thinking and problem-solving skills, ALS
learners will enhance their own personal and social
effectiveness as a pathway to improve quality of life.
Scientific Literacy and Critical Thinking Skills

To complete SHS and meet the competencies for middle skills
development, entrepreneurship, and employment exits of the
basic education curriculum, ALS learners must complete the
competencies that are specified in Inquiries, Investigations
and Immersion (which is an applied subject). They should
also complete the specialization subjects of any of the
122
following Senior High School tracks: Sports, Arts and Design
or Technical-Vocational-Live1ihood.

core subjects Earth and Life Science, Physical Science,
Physical Education and Health and Disaster Readiness and
Risk Reduction (or their equivalents). They must also
complete all the specialization subjects in any of the
Academic Strands (Accountancy, Business and Management

[ABM], Humanities and Social Sciences [HUMSS], Science,
Engineering and Mathematics [STEM], or
General Academic).
Mathematical and Problem Solving Skills

To complete SHS and meet the competencies for middle skills
development, entrepreneurship, and employment exits of the
basic education curriculum, ALS learners must complete the
competencies that are specified in Statistics and Probability.
They should also complete the specialization subjects of any
of the following Senior High School tracks: Sports, Arts and
Design or Technical-Vocational-Livelihood.

core subjects General Mathematics and Statistics and
Probability (or their equivalents). They must also complete all
the specialization subjects in any of the Academic Strands
(Accountancy, Business and Management [ABM],
Humanities and Social Sciences [HUMSS], Science,
Techn010U, Engineering and Mathematics [STEM], or
General Academic).
123
Learning Strand 4: Learning Strand 4 focuses on the attitudes, skills, and
Life and Career knowledge (competencies) necessary for earning a living and
promoting a sustainable lifestyle.
This learning strand covers the ability to earn a living thro-
ugh employment/ self-employment, entrepreneurship,
sustainable consumption — live within one's means, navigate
the market place (as both consumer and seller), reduce
wasteful expenditure and perform wise consumption/
utilization of resou.rces; conserve resources for future
generations; and produce and use work-related skills,
knowledge, values and techn010U to maximize one's
efficiency and performance as a productive citizen.
In addition to demonstrating mastery of skills completed
under LS 4 all ALS learners are encouraged to complete at
least one TVL track specialization leading to the acquisition
of occupa.tional skills and a national certificate (NC).
Learners are referred to the list of specializations in formal
school's TVL Track.

complete the competencies that are specified in
Entrepreneurship (which is an applied subject). They should

or Technical-Vocational-Livelihood.

core subject Personal Development (or its equivalent). They
must also complete all the specialization subjects in any of the
Academic Strands (Accountancy, Business and Management
[ABM], Humanities and Social Sciences [HUMSS], Science ,
Techn010U, Engineering and Mathematics [STEM], or
General Academic).
124
Learning Strand 5: Learning Strand 5 is intended to help learners acquire a
Understarlding Self positive sense of self and social responsibility that vv'il"l lead
them to develop their potentials and enable them to live
and Society
together harmoniously Mithin the contexts of their family
local community, and country as well as participate as a
member of the ASEAN region and an increasingly global
community.
This means helpi.ng learners develop the capacity to think
with complexity and take into account multiple cultural
perspectives. (Source: Chickering and Reisser 1993). In an
increasingly globalized world, it is important that learners are
able to see things through the hearts, minds and eyes of others
and understand the impact of regional and global issues on
their lives and the lives of the members of their family,
comrnunity and country.
The learning st.rand endeavors to encourage learners to

continue developing the knowledge, attitudes, values and
skills in order to act locally in building a ju.st, peaceful, equita
ble, compassionate, multi-cultural and pluralistic society.
Hence, it is important to articulate in the minds of the learners
that whatever they do affects their sphere of influence (farn.ily
and community) and creates an impact on the nation, the
region and the world. According to Colby and Sullivan (2009)
persons with a civic and moral identity and sense of
obli.gat.ion to society are more apt. to behave in ways that
fulfi]..l individual and social responsible goals. Th:us, as
members of the ASEAN and world commu.nities, learners
horizons for developing identity need to be national, regional
and global.

complete the competencies that are specified in Disciplines
and Ideas in the Applied Social Sciences (which is a
Humanities and Social Sciences Strand subject). They should

or Technical-Vocational-Livelihood.

core subjects Contemporary Philippine Arts from the Regions,
Introduction to Philosophy of the Human Person, and
125
Understanding Culture, Society and Politics (or their
equivalents). They must also complete all the specialization
subjects in any of the Academic Strands (Accountancy,
Business and Management [ABM], Humanities and Social
Sciences [HUMSS], Science, Techn01047, Engineering and
Mathematics [STEM], or General Academic).
Learning Strand 6: This learning strand seeks to help equip ALS learners with
l)igital Literacy critical knowledge, skills and values to be able to live and
work effectively as part of the digital universe.
To achieve digital literacy, ALS learners need both ICT-
related knowledge and skills and the ability to in.tegrate such
skills and knovsvleclge across the competencies listed in the
other four learning strands of the ALS curriculum. This is the
application part where the learners use their digital knowledge
and skills as tools to communica.te with others and solve
problems in daily life. Each of the other four learning strands
will thus go hand in hand with Learning Strand 6.
This Learn-ing Strand covers the following digital literacy

competencies:
1. Digital Concepts
2. Digital ()perations and Management
3. Digital Applications
4. Digital Systems Network
5. Digital Devices
6. Digital Ethics
complete the competencies that are specified Empowerment
Technologies (which is an applied subject). They should also
complete the specialization subjects of any of the following
Senior High School tracks: Sports, Arts and Design or
Technical-Vocational-Livelihood.

core subject Media and Information Literacy (or its
equivalent). They must also complete all the specialization
subjects in any of the Academic Strands (Accountancy,
Business and Management [ABM], Humanities and Social
Sciences [HUMSS], Science, Techn010U, Engineering and
Mathematics [STEM], or General Academic).
36. The levels of difficulty have also been aligned with the grade levels of
the formal school. system. Th..is is shown in the table below:
126
Table 3.4: Alignment of the ALS-K to 12 Levels and the K to 12 Basic
Education Curriculum Grade Levels
K to 12 Basic Education Curriculum
ALSwK to 12 Levels
Grade Levels
Elementary Level
Basic Literacy Kindergarten to Grade 1

Lower Elementary Grades 2 to 3
Advanced Elementary Grades 4 to 6
Secondary Level
Junior High School (JHS) (.}rades 7 to 10
Senior High School (SHS) Grades 11 to 12

37. In terms of program, ALS will be offered as basic literacy program, or
continuing education assessment and equivalency program.
38. For the basic literacy program, the K to 12 Basic Education Curriculum
for the Alternative Learning System (ALS-K to 12) Basic Literacy (BL)
Competencies focus only on communication skills (listening, speaking, viewing,
reading and writing) and numeracy. BL is equivalent to Kindergarten to Grade 1 I n
formal school.
39. The leveling of the Basic Literacy competencies was revised to focus
on core cornpetencies related to literacy macro skills (reading, writing, listening,
speaking and viewing) and numeracy. At the point of curriculum implementation,
competencies from the other learning strands will be used as the functional contexts
for teaching these macro skills,
40. Specific concept.s/topics from other Learn.in.g Strands will be used as
functional contents for the development of Basic Literacy (BL) skills.
41. For the Accreditation and Equivalency (A&E) program, the
competencies are grouped by learning strand and tagged by level of difficulty as
shown in Table 3.4.
References
Chickering, A. W. , & Reisser, L. (1993). Education and identity. San Francisco:
Jossey-Bass Publishers.
Colby, A. and Sullivan, W.M. (2009) Strengthening the Foundations of

Students' Excellence, Integrity, and Social Contribution. Liberal
Education, 95(1), Association of American Colleges and Universities.
127
DECS Order No. 88 s. 1997 Implementing Guidelines for the Operation of High
School Evening Classes
DECS Memo 216, s. 1997 Home Education Progræn
Deped Order 46 s.2006 Guidelines on the Pilot Implementation of the Open High
School Program
DepEd Memo 243, s. 2008 Adoption of Implementation of the Project

Instructional Management by Parents, Community, and Teachers
(IMPACT)
SEAMEO INNOTECH. (2013). Enhanced Instructional Management for Parents, Community and
Teachers (e-IMPACT) Guidebook. Quezon City: SEAMEO
INNOTECH
UNICEF. (2012). UNICEF Evaluation on Alternative Delivery Modes: MISOSA

and e-IMPACT Final Report. (2012). Retrieved on 5 January 2019 from
htt •s: unicef.oro evaldatabase files Phili ines ADM Eval uationl Phili)
df
ANNEX 4: GUIDELINES ON MOTHER TONGUE-BASED MULTILINGUAL
EDUCATION (MTB-MLE) PROGRAM IMPLEMENTATION
1. Rationale
1. Section 10.2 of Republic Act No. 10533 or the Enhanced Basic Education
Act of 2013 mandates that the basic education curriculum shall:
a. Be learner-centered, inclusive, and developmentally appropriate;
b. Be relevant, responsive, and research-based;
c. Be gender and culture-sensitive;
d. Be contextualized and global;
e. Use pedagogical approaches that are constructivist, inquiry-based,
reflective, collaborative, and integrative;
f. Adhere to the principles and framework of Mother Tongue-Based
Multilingual Education (MTB-MLE)•,
g. Use the spiral progression approach to ensure mastery of knowledge and
skills after each level; and,
h. Be flexible enough to allow schools to localize, indigenize and enhance
the same based on their respective educational and social contexts.
2. In Mother Tongue-Based Multilingual Education (MTB-MLE), the

learner's Mother Tongue (MT) serves as the fundamental language for literacy and
learning, and is used as the medium of teaching and learning (MOTL). According to
Ocampo, et al. (2006), "The use of the mother tongue in learning has been found to be
the most effective way to bridge learning in all subject areas including the
development of future languages. This is a generalization based on numerous
experiences of other multilingual countries as well as empirical studies conducted in
the Philippines (p. v) ." Furthermore, MTB-MLE leads to much less repetition, lower
128
drop-out rates and higher educational attainment. (Ocampo et al., 2006; Smits, et al.,
2008)
3. According to a 2014 study conducted by the Education Sector Analytical

and Capacity Development Partnership (ACDP), together with the Asian
Development Bank (ADB), Australian Aid, and the European Union, access to an
MTB-MLE program enables children to "develop better language skills in their
mother tongues as well as national languages. When knowledge of a second language
(L2) is added to a rich knowledge of a first language (L 1), a child forms complex
knowledge networks (additive bilingualism)"
4. The MTB- MLE Program started in 2009. After years of implementation,

the Department of Education has achieved substantial gains and milestones in the
implementation of MTB-MLE especially in the improvement of literacy and
numeracy skills (2015 LAPG data), decrease in school leavers in the early grades
(BEIS data 2005-2014), and development and language contextualization of teaching
and learning materials (Metila, 2() 16).
5. These guidelines seek to sustain these gains and milestones by providing
comprehensive guidance for MTB-MLE implementation based on promising
practices developed over the years and by introducing refinements from lessons
learned.
6. These guidelines also seek to provide guidance on the materials

development and contextualization process as applied to MTB-MLE implementation
as mandated by the Implementing Rules and Regulations of the Enhanced Basic
Education Act of 2013. Section 10.3 of the said IRR states that, "The production and
development of locally produced teaching and learning materials shall be encouraged.
The approval of these materials shall be devolved to the regional and division
education unit in accordance with national policies and standards. "
11. Scope of the Policy

7. This DepEd Order establishes the guidelines for strengthening the
implementation of the MTB-MLE program including the processes, standards, and
tools for contextualization of teaching and learning materials in the MT.
111. Definition of Terms

8. For the purposes of this Order, the following terms are defined and
understood, as follows:
a. Bridging refers to an instructional strategy that builds on what learners
already know about their MT to develop their proficiency in other
languages.
b. Contextualization refers to the educational process of relating the

curriculum and/or teaching and learning materials to a particular
129
setting, situation or area of application to make the competencies
relevant, meaningful, and useful to all learners.
As defined in DepEd Order (DO) No. 32, s. 2015, the degree of

contextualization may be distinguished into the following
interrelated educational processes:
i. Localization refers to the process of relating learning content
specified in the curriculum to local information and materials in
the learner's community.
il. Indigenization refers to the process of enhancing the curriculum

competencies, education resources, and teaching-learning processes in
relation to the bio-geographical, historical, and sociocultural context
of the learner's community. Indigenization may also involve the
enhancement of curriculum framework, curriculum design, and
learning standards of subject areas,
guided by the standards and principles adhered to in the
national curriculum.
c. Development refers to the creation and production of new teaching

learning resources.
d. Developmentally appropriate materials refer to a quality of teaching and

learning materials that takes into account the age and the individual
needs of the learner. This would mean a material that meets the
cognitive, emotional, physical and cultural needs of children based on
child development theories and children's individual strengths and
weaknesses.
e. Learning Resource Development refers to the process of

developing and/or contextualizing, testing, and revising learning
resources that help the learners to develop literacy skills in the MT
and concepts in other learning areas.
Learning Resources refer to teaching and learning materials
g. Lingua Franca refers to the language most commonly used in the

community. This may also refer to the regional language, or the
language that is familiar to a large number of people in the community.
h. Medium of Teaching and Learning (MOTL) refers to the Language

of Instruction (LOI) or Medium of Instruction (MOI).
130
i. Mother Tongue (MT) refers to the "language or languages first learned
by a child, which he or she identifies with, is identified as a native
language user of by others, which he or she knows best, or uses
habitually" (Section 4(d), Implementing Rules and Regulations of RA
10533).
j. Mother Tongue-Based Multilingual Education (MTB-MLE) refers

to the effective use of more than two languages in the teaching and
learning process, starting from the language that the learner is more
familiar with before introducing other languages.
k. Orthography refers to the conventions of spelling and rules of written

language as agreed upon by the users of that language.
1. Protocol refers to a document that details the mechanisms, procedures

and rules to be adhered to by parties in relation to an issue or
concern, or an agreed upon objective.
m. Standard refers to an established norm or requirement. Standards

are developed or formulated by professional groups, associations,
unions,
guilds and communities who have a stake in the product or service

being evaluated.
n. Teaching Beginning Reading refers to the teaching process to achieve

child's fluency. The use of mother tongue is the most effective medium
in teaching beginning reading wherein all materials should be
contextualized.
IV. Policy Statement

9. The Department hereby establishes the guidelines to inform
policymaking, planning and programming for the proper implementation of the
MTB-MLE Program which includes policies on: the learner's mother tongue; the
MOTL for the various learning domains and learning areas of K to 3, and, the
bridging/ transition from the mother tongue to other languages. This is followed by
statement and thorough explanation of each of the program components, namely:
a. National curriculum that can be contextualized;

b. Contextualization of curriculum and learning materials;
c. Development of resources for contextualization
d. Revisiting/ developing writing systems;
e. Assessment;
Training of teachers and instructional support; and
g. Community engagement and support.
131
Essential Components of MTB-MLE Program
A. MTB-MLE Curriculum
10. MTB-MLE Curriculum is a national curriculum that can be

contextualized according to the structure and orthography of the Mother Tongue
(MT).
11. Currently, there are nineteen (19) languages that are being used as
MOTL and as learning areas:
a. Akeanon / Akianon
b. Bikol
C. Chavacano
d. Hiligaynon
Ilokano/lloko
Ivatan
g. Kapampangan
h. Kinaray-a
1. Maguindanaon
Maranao
k. Pangasinan/ Pangasinense
l. Sambal
m. Sinugbuanong Binisaya/ Cebuano
n. Sunurigaonon / Surigaonon
O. Tagalog
P. Tausug
q. Waray
Yakan
s. Ybanag/lbanag
12. MT as a learning area can only be found in the

early grades curriculum (Kindergarten to Grade 3), and
shall focus on developing language and literacy skills,
such as: oral language development, phonological
awareness, book and print orientation, alphabet
knowledge, word recognition, fluency, spelling,
handwriting, composing, grammar awareness, vocabulary,
reading comprehension, attitude towards language,
literature, literacy, and study skills.
13. For MT languages that are not included in the

19 languages currently used by the Department, the
school may use the lingua franca that is closest to
132
any of the 19 languages as a subject for literacy
development and as medium of teaching and learning.
Assistance from the parents/ community volunteers who
are native speakers is necessary to help learners
bridge their MT to the lingua franca.
14. In situations where 1) the language of the

learners and the lingua franca are totally different; 2)
the language of the learners is not included in any of
the 19 languages; and 3) the community where the learners
belong has developed its own working orthography, writing
system, grammar and spelling rules and other learning
materials, the school may use the language as a subject
for literacy development and as MOTL.
15. MT shall be strictly used as the sole MOTL in

all domains of Kindergarten and for all learning areas of
Grades 1 to 3 except for Filipino and English. However,
the MT may be used for transition or bridging and/or as
an auxiliary MOTL up to Grade 6 as necessary.
Mother Tongue Curriculum Contextualization
16. Recognizing that language and culture are

interrelated, the contextualization process must consider
and incorporate local culture which encompasses
technologies, practices, beliefs, arts, and traditions in
the curriculum, among others. In cases involving IP
languages, please refer to DO No. 32, s. 2015 for
contextualization guidelines.
SDOs and ROS may refer to the Annex of DO No. 32, s.

2015 for examples of contextualizing the curriculum.
Learning Resources
Learning Resource Development
18. Once the MTB-MLE curriculum has been contextualized according to

the local language system, ROS and SDOs should ensure that appropriate materials
are available at the school level in order to ensure quality implementation of the
program.
19. The development of learning resources and instructional materials shall

be incentivized (i.e. points for teacher promotion) at the schools division and regional
levels to encourage the production of quality contextualized teaching and learning
materials (TLMs).
133
20. For instances where materials have to be developed and/or contextualized
to suit the needs of a particular language group or community, the processes outlined
in Figure 4.1 shall be followed. It also contains the timeline and the offices
responsible for each process. Table 4.1 details the Processes, Standards, and Tools for
Mother Tongue Teaching and Learning Materials. Table 4.2 indicates the roles and
functions of the person/ s and institution/ s involved in the processes.
21. RO, SDO, and the schools should continuously develop learning resources to support the
implementation of MTB-MLE.
Figure 4.1. Process of Development and Contextualization of Teaching and

Learning Materials
Table 4.1. Processes, Standards, and Tools for Mother Tongue Teaching and
Learning Materials
Process and Standards Tools
134
Process 1: Inventory Assessment and Evaluation Template on
1. Collection and gathering of existing TLMs. Classroom Inventory
Inventory and collection of mother tongue-based of MTB-MLE
learning materials which includes: Materials, DO No. 55,
s.2015
materials that were developed and produced by DO No. 44, s. 2015
teachers, parents, community members,
children and other stakeholders
TLMs from Kindergarten to Grade 3 in all
subject areas where Mother Tongue is the
medium of instruction
Schools may refer to DO No. 44, s. 2015 to

identify needs for resources.
2. Evaluation of existing available materials.

Once collected and gathered, these TLMs will
be evaluated based on set of criteria, such as:
a. alignment with the curriculum standard
competencies
b. developmental appropriateness
(individual-, age- and
cultureappropriateness)
c. conformity with the working and/ or
approved orthography, spelling and Guidelines and
resource guide Processes for LRMDS
d. Cultural standards (for materials with Assessment and Evaluation
content featuring IPs/ ICCs IP Education
Framework and
3. Schools may refer to Annex 2 which provides Cultural Standards
details on the minimum material requirements for LRs (if the
for MTB-MLE implementation as well as the region or SDO has
LRMDS Assessment and Evaluation developed this with
Guidelines to evaluate available materials and
the IP
identify need for additional resources.
community/ies in
4. TLMs that secure a "passing score" based on their area
the set criteria may skip step 2 and proceed
directly to step 3.
If the materials inventory reveals the need for
certain materials to be developed, or if the
evaluation of existing materials reveals the need
for contextualization of these existing materials,
roceed to ste 2.
135
136
Process 2: Development and Contextualization Curriculum vitae,
1. Establishment of partnerships with the community interview based on
and local organizations of writers/ illustrators, profile, language
proficiency
non-government organizations, private companies assessment tool,
and other community stakeholders to mobilize NCBTS, RPMS
resources (technical, financial, and/or human
resources) shall be encouraged. A stakeholder
mapping and analysis maybe conducted to
identify potential partners and formalize
partnerships for implementation of teaching and
learning materials development
2. Conduct of TLMs development and/or

contextualization workshops.
A materials development workshop shall be
conducted with representation and involvement of
the following:
the Language and Materials Development
Team (LMDT) local writers, illustrators,
culture bearers, community members and
others who possess the required knowledge
and skills on local language and culture.
The materials development workshops should: Evaluation tool for

a. Have clear design, process and specific outputs supplementary reading
towards the end of the workshop materials Cultural
b. Have resource speakers that are experts in the standards for Learning
field, both language and content expertise Materials (if the
c. Have mix of participants, both from private region or SDO has
and public institutions and involvement of developed this with
community members that meet the following criteria: the IP community/ies
proficiency in the target language; in their area)
familiarity with the local culture; and
ability to write and/or illustrate stories
for children
3. Development of learning resources should follow
the existing DepEd standard and criteria for
development/ writing of TLMs. (i.e. big books,
small books, etc.) Cultural standards set by the
community shall also used in this process.
137
Write-up of stories should be in conformity with
the working orthography and/or spelling and
grammar resource guide in the local language
TLMs' content, language and illustrations

should be:
anchored with the curriculum standards
competencies developmentally appropriate (in
terms of age, language and culture, among
others) adhere to the Social Content
Guidelines comply with the IPR Law
4. For materials developed with IP communities, their

Free Prior Informed Consent (FPIC) for
uploading into the LR Portal and extent of mass
production and distribution shall be sought. These
agreements are to made part of the IPED
Framework of the division and shall guide
decisions regarding publication and distribution.
Process 3:
Pre-testing, Review and Approval
1. Field Testing and Editing of Draft TLMs.
Actual field testing shall be done with the end
users and other stakeholders such as teachers
or adult community members. The actual
process should be consistent with the
standards set by this protocol which can be
found in the succeeding section. Editing and
revision of the draft materials by the actual
writers and illustrators should be anchored on
the field testing results.
2. Review and Approval. For this process, there

Review Rating Sheet
should be two levels of review: at the community
both the Individual
and Department of Education levels. At each
Review Rating and
level, a team of reviewers will be organized
Team Review Rating
composed of resource persons for language,
Sheets (cultural
subject area content and cultural content whose
standards, if
main task is to provide fair and honest comments,
developed, should be
inputs and recommendations on the first draft of
incorporated as criteria
teaching and learning materials developed based
in the Rating Sheets)
138
on the Department's standards and guidelines,
which includes cultural standards developed with
the community.

A revised draft shall be prepared by the actual
writers and illustrators which shall be submitted
to the Department of Education at the regional/
division level for final review and approval. A
specialty clearance will be released by the
Department to ensure that the TLM went through
the quality assurance process. Review and
approval shall be based on the 2011 Guidelines
on Instructional Materials Development as
provided by the Bureau of Learning Resources
3. In the case of Indigenous People language

communities, a final validation and
consultation process shall be conducted to
secure approval consistent with the FPIC.
This will also serve as basis for the
Department in the issuance of specialty
clearance.
Process 4: Publication and Distribution
1. Publication. Upon approval of the final version of
the TLM/s, schools, division and region may
proceed with the printing and publication.
2. Sources of funding for printing, publication and

distribution of teaching learning materials can be
sourced out from school's MOOE as stipulated in
DepEd Order No. 74, s. 2009 for MT materials or
may be drawn from local government unit's
(LGUs) Special Education Fund (SEF) and
others.
Uploading to Learning Resource (LR) Portal, The

final and approved TLM/s will be translated into
a camera-ready file and submitted to the RO LR
Management Division and SDO LR Portal
Management Section for uploading and wider
sharing. Submit the inventory (grade level,
subject, title) of approved and uploaded LR to the
BLR Central Office.
139
Process 5: Monitoring and Reporting
The Department at the regional and schools division
levels shall ensure that the teaching and learning
materials are utilized. Monitoring the effectiveness
will form part of the existing monitoring and
evaluation mechanisms at the school level, such as:
Record of TLMs used in classroom activities Utilization Log/

and lessons will form part of teacher's daily Inventory of
lesson log teaching learning
Incorporate effectiveness on the use of TLMs materials
through classroom observations during the
quarterly monitoring team supervision and Feedback Journal
Situation, Task, Action, Result
area monitoring visits (STAR) observation notes with
Teachers to provide feedback after with the Material
school head and district supervisor Usability /
Provide the District/ Division REC Engagement
information containing feedback on utilization Rating
of the TLMs and to demonstration of usage
and engagement rating of the material.
Table 4.2. Roles and Functions of Persons and Institutions Involved
Process Person/s and Institution/s Roles and Functions
Involved
Department of Education, Regional Issues Memorandum for
and/or Schools Division levels: inventory and assessment of
• Regional Director and/or Schools
Division Superintendent teaching and learning
materials
• Curriculum Implementation Division, Lead oversight and
Chief/ EPS in-charge of management of implementation
MTB-MLE
PSDS, school heads Direct implementation

Teachers, PTCA, parents, students Collection and submission of
copies of existing teaching
and learnin materials
Special Team (reviewers, both Evaluation of existing
language and content) teaching learning materials
o
140
Department of Education, Regional and/or Schools
Lead oversight and
Division levels:
Curriculum and management of
Learning
Management Division (CLMD) , implementation; provide
Curriculum Instruction Division technical support and QA
(CID), Chief/EPS in-charge of MTBMLE assistance, logistics
Local government units and other Financial resources/ funding

stakeholders (local organizations,
companies and other stakeholders)

Involved
• Non-government organizations, Provide technical expertise
academe, universities
Teachers, parents, community Content writers and illustrators
members, adults
o Department of Education, Regional Lead oversight and
and/or Division levels: management of field test and
, CLMD, CID, Chief/EPS in-charge of
review processes; provide
MTB-MLE
technical support; issuance of
specialty clearance
' School heads and teachers Setting the groundwork and
mobilization of participants for
the field test;
Teachers, parents, community Actual participants
members, adults
IP community elders and leaders, Endorsement of teaching and
cultural experts learning materials
Language and content experts Evaluate the teaching and
learning materials and provide
recommendations for
revisions / finalization as
defined in the contract
o School Review and Evaluation Endorsement of teaching
3 Committee (SREC) (School heads) learning materials for school,
District Review and Evaluation district, division and/ or
Committee (DiREC) (PSDS, regional wide use
identified members)
Division Review and Evaluation
141
Committee (DREC) (EPS-LR,
Learning Area Supervisors)
Regional Evaluation Team (RET)
(Chief, EPS-LR, identified members)
DREC/RET (EPS-LR, PDO, Check endorsement and
librarian, Learning Manager and certification for uploading of
staff) TLMs to LRMDS portal
Finance Division of DepEd; local Allocate local funds for
government units reproduction of TLMs
School heads Check lesson log and list of

TLMs used; conduct of
classroom observations
PSDS/DREC/RET Check inventory reports and
conduct of qu arterly
monitoring visits; identify gaps
and best ractices to further
Involved
strengthen program
implementation, information
dissemination, and provide
policy recommendations
C, Assessment System
22. The Assessment System includes both formative assessments that provide
feedback for teachers to improve instruction in the classroom and evaluations that will
check the effectiveness of MTB-MLE instruction across grade levels and regions.
23. Early Language Literacy and Numeracy Assessment (ELLNA) in the MT

should only be administered to learners whose MT is used for language literacy and
as MOTL. Learners whose MT is not used as MTOL should not be allowed to take
the test until such time that his/her MT is used as MOTL, but they may take the
Filipino and English components of the ELLNA.
D. Recruitment and Training of Teachers
24. Schools Division Superintendents must strictly adhere to the policy on the
deployment of teacher items and prioritize the hiring of qualified teachers with due
consideration of the needs of MTB-MLE implementation as stipulated in the teacher
hiring guidelines.
142
25. In the hiring and deployment of teachers for Kindergarten to Grade 3, the
SDOs must prioritize teachers who exhibit MT proficiency and who are wellequipped
to teach beginning reading. Deployment should give priority to those teachers whose
MT matches that of the learners. In cases where there are no MT speaking teachers in
the division, priority must be given to teachers who speak the lingua franca of the
broader area where the school is situated. The teacher then may be supported during
class hours by a parent or community volunteer. For schools serving IP learners, DO
No. 50, s. 2016 provides guidance regarding options and considerations related to this
concern.
26. School Heads shall organize and monitor Learning Action Cells for
all Kindergarten to Grade 3 teachers as a venue for continuous and cost-
effective inservice training and teacher development. Early grades teachers are
encouraged to initiate and facilitate these collaborative learning sessions with
other teachers. LACs can be used to share and discuss best practices in the
teaching of MT and to develop MT teaching and learning materials to be used
in the classroom.
27. Kindergarten to Grade 3 teachers, as well as school heads, and MTBMLE

coordinators are encouraged to pursue continuous professional development by
attending teacher-training programs, seminars, and/or conferences on areas, such as
but not limited to: MT proficiency (especially if the teacher is not a native speaker of
the MT of the learners), bridging, best practices in MTB-MLE implementation, MT
materials development and contextualization, developmentally appropriate practices,
teaching beginning reading and other early language literacy and numeracy (ELLN)
approaches and strategies.
D. Community support
28. Community support for the program should be built through advocacy and
awareness-raising activities among parents and the community, local businesses, local
universities, Local Government Units (LGUs), Non-governmental Organizations
(NGOs), and other stakeholders, and through the engagement of the community in
developing learning resources and implementation of the program.
29. A crucial dimension in community engagement is the process of seeking

the community's consent, which should be facilitated by customary elders and leaders
before any intervention is initiated. The consent-seeking process shall be initiated by
the SDO through an initial consultation with recognized community customary
leaders and elders. The MTB-MLE's rationale, goals, and objectives shall be
discussed with the community including its relationship to the Indigenous Peoples
Education (IPEd) Program. The community's particular process of giving consent
shall be recognized and respected.
30. Should the community give its consent to the implementation of

MTBMLD, specific standards, protocols and agreements shall be formulated with the
143
community, which in turn shall govern the implementation of the procedures
elaborated in the succeeding sections.
3 1 . Community engagement at every stage of program implementation is vital

to the success of the program. Mobilization of community support can be in the form
of the following:
a. Strengthening awareness on MTB-MLE among parents,

community members, and other stakeholders through promotion
and information campaign;
b. Identifying social actors (social mapping) in the community/ district/
division/ regions and assigning their key roles in MTB-MLE
implementation and education advocacies;
c. Developing with the community the criteria and indicators for
culturesensitive learning materials and agreements regarding
intellectual property rights;
d. Identifying parents or community volunteers who can provide support to
teachers who are not speakers of the community's MT but are the only
teachers available;
e. Training identified community members in the process of MTB-MLE
implementation;
f. Encouraging home support through parental and caregiver involvement
in the different program components, such as materials development,
advocacy, capacity building and others;
g. Promoting partnership and networking opportunities with expert groups
and individuals; and,
h. Soliciting support from LGUs and other stakeholders for MTB-MLE
campaigns and other education advocacies. (e.g. support for
reproduction of learning resources; honoraria of community volunteers).
32. In recognition of the fact that many of the languages in the country are
those of indigenous cultural communities (ICC) /IPs, implementation of the
MTBMLE Program in relation to IP communities shall adhere to the community
engagement process discussed in DO No. 32, s. 2015 (Section V.A. 1), which
highlights the need for sustained dialogue between the ICCs and DepEd on
curriculum development.
33. For SDOs that have developed an IPEd Framework (as articulated in
Section VI. 1 of DO No. 32, s. 2015), MTB-MLE implementation shall be guided and
situated in the context of the said framework. The formulated standards, protocols,
and agreements shall form part of the SDO's IPEd Framework.
VI. Procedure
Preliminary Scanning and Appraisal
144
34. It should be noted that the main focus of the MTB-MLE program is the
language of the students. In order to effectively implement MTB-MLE, some
background information about the language of the students, the teachers, and the
community shall be collected. This preliminary research shall identify the strengths
and weaknesses of MTB-MLE implementation in the schools and divisions involved.
35. DO No. 55, s. 2015 specifies the language mapping procedures using the
Learner Information System (LIS) that should be done every beginning of the school
year. The language mapping data identifies the percentage of learners who speak the
MT languages used in schools. The language mapping also forms part of the scanning
and appraisal that is needed for planning a localized MTB-MLE program for
languages currently not used by the Department. The data shall serve as a basis for
deciding which languages shall be used in MTB-MLE implementation.
36. To further support evidence-based decision-making, school heads and
SDOs are also enjoined to gather other information about the community, such as:
a. Challenges on MTB-MLE implementation;

b. Information about the community's attitudes towards the local and
national languages;
c. Attitudes towards literacy in the local and national languages;
d. Information about the community's use of literacy in the language; and,
e. Availability of resource persons or other resources (technical, financial,
etc.) that promote or sustain MTB-MLE program practices.
37. Gathering of these information can be done through research and

monitoring and evaluation. Scanning and appraisal results can then inform
efforts towards developing the minimum requirements for the MT to be used in
schools described below (See Appendices 1 and 2). The SDOs shall spearhead
the mobilization, recruitment and training of individuals and groups within and
outside the community who will help in the planning and implementation of a
localized MTBMLE program that serves the community's needs. SDOs must
then inform their respective Regional Offices (ROS) if other languages are
being or will be used to implement MTB-MLE in their divisions, and provide
status reports (i.e. number of teachers, number of learners, availability of MT
materials, etc.) and documentation of best practices. SDOs must create a
database to keep track of all languages used in the MTB-MLE program in the
schools. The ROS and the Central Office are expected to collate and utilize
these reports to keep track of the MOTL used in schools.
38. Appendix 1 contains a "Rapid Appraisal of Languages for Mother

Tongue-Based Multilingual Education (MTB-MLE)" questionnaire to check whether
the language can be used to implement MTB-MLE. Appendix 2 contains descriptive
notes on the minimum requirements for MTB-MLE implementation, which include:
a. Presence of MT speaking teachers from Kindergarten to Grade 3;
145
b. A locally accepted orthography for writing the language including a
primer lesson or primer teacher's guide to systematically teach the
orthography;
c. An officially documented vocabulary (e.g. word list, glossary, thesaurus,
mono- or multilingual dictionary);
d. A spelling guide or grammar book; and,
e. A literature or reading materials (e.g. big books, small books, listening
stories, busy pictures, etc.)
39. Once these criteria are met, the concerned SDOs shall recognize the
additional language/ s and shall supervise contextualization efforts in schools.
Documentation supporting the use of the language/ s must be forwarded to the
Regional Office and the Bureau of Learning Delivery. Other MT languages with
orthography may be included in DepEd's roster of languages used in national
assessments. The bureaus under the DepEd Curriculum and Instruction strand must
deliberate if the language will be included in the ELLNA.
40. School Heads are enjoined to utilize the School MOOE, local school
board funds and other education improvement funds for the development, printing,
and distribution of Teacher's Guides, MT reading materials, and other instructional
materials (DO No. 74, s. 2009).
Instruction: Language Transition Program
41. Explicit in the K to 12 Basic Education Program is the understanding

that language plays a strategic role in shaping the formative years of learners.
As such, the learner's MT shall serve as the fundamental language of education
in Kindergarten to Grade 3.
42. DepEd believes that all children can and should be able to read during
their early grades. The program promotes the development of language and literacy
skills in the learner's MT first as these skills develop more easily and efficiently using
the language that the learner knows and speaks. Such language and literacy skills in
the learner's MT will serve as a springboard for the development of literacy in other
languages in the curriculum. Its goal is to provide transitioning students with the
support they need to gradually and effectively move from MT instruction to mostly
Filipino and/or English Instruction.
43. The teacher must be well-equipped in using the MT (Ll) as MTOL to

help children develop concepts in various learning areas. The teacher should
consistently use the MT as the MOTL; translation is not advisable unless this
forms part of the learning objectives and is used as a teaching strategr in
bridging.
44. Oral language proficiency is a prerequisite for literacy development. Thus,

in Grade 1, Filipino shall be introduced in the second quarter, and English shall be
146
introduced in the third quarter to develop oral fluency in both languages prior to the
introduction of literacy development lessons.
45. Filipino (L2) and English (L3) are gradually introduced as languages
of instruction until such time when these two languages can become the
prima.ry languages of instruction at the secondary level. The learners may use
their MT in expressing their answers if they find it difficult to use the target
language (e.g. in Filipino or English subjects). The teacher can then subtly
translate the learners' answer to the target language.
46. The bridging of language and literacy across Ll to L3 is shown in Table

4.3.
Table 4.3. Bridging of Language and Literacy Across Languages

Kindergarten Grade 1 Grade 2 Grade 3
Build oral fluency Continue Continue Continue
developing developing oral developing oral
oral fluenc in fluenc in Ll fluenc in Ll
Ll
Ll pre-reading and Introduce Ll Continue Continue
pre-writing literacy developing Ll developing Ll
literac literac
MT as sub'ect MT as sub'ect
MT as sub'ect
Learning areas are Learning areas are Learning areas are
taught in Ll taught in Ll taught in Ll
Kindergarten Grade 1 Grade 2 Grade 3
Begin oral fluency Continue Continue
in L2 developing oral developing oral
Second Quarter
fluenc in L2 fluency in L2
Introduce literacy Continue Continue
in L2 developing L2 developing L2
Fourth Quarter literacy literac
Begin oral fluency Continue Continue
in L3 developing oral developing oral
Third Quarter) fluency in L3 fluency in L3
Introduce L3 Continue
literacy developing L3
Second Quarter literac
47. Bridging aids in transferring concepts and skills learned in one language
to another language, and in exploring the similarities and differences of the languages.
Certain concepts and skills (such as book and print knowledge or phonological
awareness skills) are easily transferred from one language to another. This is
147
especially true when languages share similarities in orthography or writing systems.
Other skills (e.g. vocabulary) are less easily transferred and would require explicit and
systematic instruction for the learner to develop using other languages. Teachers
should be aware of the similarities and differences among languages so that they can
effectively develop their learners' language and literacy skills in L2 and L3. Tables
4.4, 4.5, and 4.6 show various bridging plans for different L 1, L2, and L3.
Table 4.4. MTB-MLE Bridging Plan: MT as Ll, Filipino as L2, and English as
Grade Level MT Math Science ESP/ Filipino English

AP/
MAPEH
Kindergarten
*if academic language (i.e. terminologies) are in English
48. The MTB-MLE bridging plan in Table 4.4 may apply to majority of the
learners whose MT or Ll is used as the MOTL for the early grades. Filipino is
introduced as a subject in Grade 1 during the second quarter to develop oral language
and in the fourth quarter to develop literacy. English, on the other hand, is introduced
as a subject during the third quarter in Grade 1 to develop oral language and in the
first quarter in Grade 2 to develop literacy. Filipino and English language skills are
gradually developed among the learners. For example, Filipino and English academic
content vocabulary is gradually introduced during the fourth quarter of Grade 3 as a
bridge to prepare the learners for Filipino and English not only as a subject but also as
an MOTL for the subjects in Grade 4 to Grade 6.
Table 4.5. MTB-MLE Bridging Plan: Filipino as Ll, English as

Grade Level Filipino Math Science ESP/ AP / English
MAPEH
I.u2 * 1.12 *
Grade 3
148
Kindergarten
*if academic language (i.e. terminologies) are in English
49. The MTB-MLE bridging plan in Table 4.5 may apply to learners whose
MT is Tagalog or Filipino. Teachers teach Tagalog during MT class time using the
MT Tagalog curriculum, Teacher's Guide, and Learner's Materials. L2 (English) is
introduced as a subject during the second quarter in Grade 1 to develop oral language
and in the fourth quarter in Grade I to develop literacy. English academic content
vocabulary is gradually introduced during the fourth quarter in Grade 3 as a bridge to
prepare the learners for English not only as a subject but also as an MOTL for the
subjects in Grade 4 to Grade 6.
Table 4.6. MTB-MLE Bridging Plan: English as 1.,1, Filipino as

Grade Level English Math Science ESP/ AP/ Filipino
MAPEH
Grade 3
Grade Level English Math Science ESP/ AP/ Filipino

MAPEH
Grade 1
Kindergarten
50. The MTB-MLE bridging plan in Table 4.6 may apply to a small group of
learners whose MT is English. All learning areas are taught using Ll (English) as
MOTL. However, academic content vocabulary for Filipino, ESP, AP, and MAPEH
are gradually introduced starting Grade 2, as Filipino becomes the MOTL for these
subjects starting Grade 4.
Instruction: Class Sectioning
149
51. Several variables have to be taken into consideration when planning for
class sectioning. Some of the factors that can help the school heads decide on class
sectioning are the following: (1) learners' MT (taken from the language mapping
process); (2) teachers' MT or other languages spoken; (3) class size or number of
enrollees per grade level; and, (4) availability of MT instructional materials. A
learner-centered curriculum means that the learner's MT is the primary consideration
for class sectioning and for the MOTL to be used in class. If teachers are not familiar
with the learners' MT, the schools are encouraged to engage parent and community
volunteers to help the teachers. If materials are not available, effort should be taken to
develop or contextualize materials as necessary. Table 4.7 shows the class models in
MTB-MLE implementation.
Table 4.7. Class Models in MTB-MLE

Situation Class Model
One School — One Class — One Language Basic Monolingual 1
One School Two Classes Two Basic Monolingual 2

Languages
Group students according to their
language and match it with that of the
teacher. Each section uses a different
MT.
One School — Multiple Classes — Modified Monolingual
Multiple Languages
Group the learners according to their
language and match it with that of the
teacher
Situation Class Model
1. One class can be monolingual
2. One or two classes can be bi- or
trilingual (assistance from the parents
who are native speakers is necessary)
One One Class Multipl Lingua Franca
School e
Use of the community language.
Languages
Assistance from parents/ community
volunteers may be enlisted to help
learners bridge their MT to their lingua
franca.
52. In schools where there are three or more MTS or variations of the
language without an approved orthography of the language spoken by the learners,
teachers can use the lingua franca as the MOTL provided that it is used and
150
understood by the learners. In this case, the lingua franca is used as the auxiliary
MOTL. Special classes offering the learners' MT may be held twice a week for the
development of oral fluency. The oral fluency skills shall be bridged to any of the
languages widely-used or commonly-used in the area in the development of reading
and writing (DO No. 16, s. 2012, DO No. 55, s. 2015). Table 4.8 shows examples of
MTB-MLE implementation plans with different factors and variations.
Table 4.8. Examples of MTB-MLE Implementation Plans

Factors to Consider Suggested
Teachers' MT Class Size Class
Learners' MT MT Materials
Model (as
articulated in
Table 4.7)
All learners have Teacher knows Small school MT materials Basic
the same MT and speaks one section available Monolingual 1
learners' MT per grade
level
Learners' Teacher knows Big school MT materials Basic
MT vary (2 and speaks many sections available Monolingual 2
languages) learners' MT per grade
level
Learners' Teacher knows Big school Only Modified
MT vary (2 and speaks many sections materials in monolingual
languages) learners' MT per grade the regional/
level community
language
Factors to Consider Suggested
Teachers' MT
Class Model
Learners' MT Class Size MT Materials
(as articulated
in Table 4.7)
Learners' MT Teacher is not Small school MT materials Lingua
vary (3 or familiar with one section available Franca, with
more all learners' per grade (one of the special classes
languages) level only 19 MT) for the
learners' MT
offered twice
a week
Learners' MT Teacher is not Small school, MT materials Basic
vary (3 or far-niliar with one section available Monolingual 1
more all learners' per grade (one of the but team
languages) - level only 19 MT) teaching with
Learners are community
151
not familiar volunteer is
with the needed
lingua franca
* Such cases should be noted by SDO, and hiring of MT speaking teachers should be
addressed as soon as possible.
53. Teachers can work together with parent or community volunteers via team
teaching. The teacher takes the lead in lesson planning and works closely with parent
or community volunteer in implementing the lessons in MT during class hours.
Assessment
54. Teachers must adhere to the guidelines on Classroom BasedAssessment in

DO No. 8, s. 2015 to monitor learner progress throughout the school year and to
provide interventions as necessary.
55. The assessment of learning must be anchored on the MOTL.
56. At the end of Grade 3, students are assessed in three languages

through the ELLNA.
Vil. Program Management

57. School heads must monitor the implementation of MTB-MLE in schools
through class observations and validation of the language mapping data submitted by
teachers. SDOs must conduct an inventory of the teachers' MT and other languages
spoken to inform teacher hiring and deployment decisions (DONo. 55, s. 2015).
SDOs and School Heads use language mapping data either collected in school or
gathered from PS-EMIS to determine the class size and composition of students
with the same MT and the class adviser assigned to each class. Teachers are
enjoined to complete the Classroom-level Language Mapping Validation Form
in Appendix C of DO No. 55, s. 2015 as a means to determine that the
language/ s spoken by the Class Adviser match the learners' MT.
58. Community support can be heightened or sustained through the

launching of appropriate curricular and extracurricular activities that promote
the use of MT in and out of classrooms.
59. Curriculum and Learning Management Division (CLMD) and

Curriculum Implementation Division (CID) of SDOs are enjoined to document and
disseminate best practices in MTB-MLE implementation through lesson studies and
LAC sessions, action researches, etc.
152
60. The use of lingua franca is a temporary substitute for MTB-MLE
implementation. The end goal is the use of the learners' MT as MOTL
throughout the first key stage of schooling. CO, ROS, DOS, and schools shall
continuously work with the community and other stakeholders in meeting the
four (4) minimum requirements of MTB-MLE implementation so that other
languages can be included in the list of languages that the Department is using
for MTB-MLE implementation.
Vlll. Monitoring and Evaluation (M&E)

61. Teachers and School Heads must regularly conduct an inventory of
available MTB-MLE teaching and learning materials at the end of the school year.
This inventory will determine if other MTB-MLE materials need to be acquired,
developed, and/or contextualized. This information shall be submitted to the district,
division, and regional levels.
62. The Quality Assurance and the School Governance and Operations
Divisions in the Region and Schools Division levels respectively are required to
conduct monitoring, provide technical assistance, and gather best practices and
feedback to ascertain that every school is in compliance with the herein policy for
quality implementation of the MTB-MLE Program. Results will inform quality of
program implementation, information dissemination, and policy recommendation. The
CLMD and CID are also required to continuously monitor and provide technical
assistance to schools and provide feedback to the Central Office during CLMD
meetings.
63. The Teaching and Learning Division (TLD) from the Bureau of Learning
Delivery shall continuously monitor and provide technical assistance to the
Curriculum and Learning Management Division (CLMD) and to the Curriculum
Implementation Division (CID).
IX References
Asia-Pacific Multilingual Education Working Group. 2013. Mother Tongue

Based Multilingual Education: Lessons Learned from a Decade of Research
and Practice. Key messages from the 4th International Conference on
Language and Education.
Education Sector Analytical and Capacity Development Partnership (ACDP).

2014. Mother Tongue Based Multilingual Education. Ministry of
Education and Culture National Office for Research and Development.
Department of Education Order No. 74, s. 2009, Institutionalizing Mother
Tongue-Based Multilingual Education (MLD).
Department of Education Order No. 16, s. 2012, Guidelines on the

Implementation of the Mother Tongue-Based- Multilingual Education
(MTBMLD).
153
Department of Education Order No. 7, s. 2015, Hiring Guidelines for Teacher I
Positions for School Year (SY) 2015-2016.
Department of Education Order No. 22, s. 2015, Hiring Guidelines for the
Remaining Teaching Positions Effective School Year (SY) 2015-2016.
Department of Education Order No. 32, s. 2015, Adopting the Indigenous Peoples
Education Curriculum Framework.
Department of Education Order No. 44, s. 2015, Guidelines on the Enhanced SIP
Process and the School Report Card.
Department of Education Order No. 55, s. 2015. Utilization of Language

Mapping Data for Mother Tongue-based Multilingual Education (MTB-
MLE) Program Implementation.
Implementing Rules and Regulations of Republic Act No. 10533. Enhanced Basic
Education Act of 2013.
Malone, S. 2010. Planning mother tongue-based education programs in minority

language communities: Resource manual for speakers engaged in planning and
implementing mother tongue-based education programs in their own
communities. SIL International. Retrieved from http://www.sil.org / system/
flies/reapdata/70/48/ 16/70481663076073369953923515282904 48531 /
MLE_Program_Planning_manua1.pdf
Metila, R. 2016. Materials Strategies in Philippine MTB-MLE Implementation.

Presentation at the Workshop on the Protocols for Contextualization of
Mother Tongue-Based Teaching Learning Materials, Mandaluyong. May
35, 2016.
Ocampo, D. , Diaz, L. , Padilla, P.2006. Basic
Education Sector Reform Agenda.
st
Pado, F. 2012. Kindergarten to Grade 3 and 21 Century
Literacies.
Presentation prepared for the 2012 Reading
Association of the Philippines
Annual National Convention.
Republic Act No. 10533. Enhanced Basic Education Act of 2013
Smits, J. , J. Huisman, and K. Kruijff. 2008. Home language and

education
the developing world. Background paper prepared for the

Education for All
Global Monitoring Report 2009.
154
Trudell, B. , and Young, C. , (eds.). Good
answers to tough questions in mother tongue-
based multilingual education. 2016. Retrieved
from
http://www.sil.org/literacy-education/good-
answers-toughquestionsmother-tongue-based-
multilingual-education
155
Appendix 1. Rapid Appraisal of Languages for Mother Tongue-based
Multilingual Education (MTB-MLE) Implementation
Schools Division Questionnaire

This questionnaire is intended to assess readiness in using a particular language
for the implementation of MTB-MLE. Specifically, it looks into: (1) the status
of a locally accepted orthography for writing the language, and (2) availability
of educational materials in the language (Big Books, Small Books; Spelling
Guide and a Grammar book for the language; a basic reading primer; a pupils'
dictionary or wordlist).
Language:
Division: Region:
Submitted by: Noted by:
Division MTB-MLE Coordinator Schools Division Su erintendent

Please tick under the appropriate column (Yes or No). If unsure, please
leave the item blank.
YES NO
I. Working Orthogra hy
A. Orthogra hy Status
1. Is the Ian a e written b the eo le?
2. Is there enerall consistenc as to how it is written?

3. Is there community-wide acce tance of the written form?
4. Has the community published or does it publish anything in

the Ian a e?
5. Are there variations in how the language is written in other
communities that identify with the Ian age?
B. S ellin Guide
1. Is there a spelling guide (documenting the orthography) for

this langua e?
2. Are illustrated al habet charts included?
3. Are there tables with examples of words to illustrate
use of the letters?
C. Alphabet Primers
156
1. Is there an alphabet primer or primer lessons in this
language?
2. If there is an alphabet primer, does it appear that there
is a lesson for each letter?
Il. Dictionary — Current Status
A. Is there a wordlist or collection of expressions/ phrases in
the language with the corresponding meanings in another
language (Filipino and/or English; in some instances,
perhaps in another Regional language)?
B. Is there a dictionary in the language which one or more

languages are used to describe the words and definitions? It
could be bilingual, trilingual or could even include more
languages.
111. Grammar Book
A. Is there any written description of the grammar of the
language?
1. Basic sentence structures? For example: o
Non-verbal basic clause: Mainit ang araw. o
Verbal clause: Pupunta ako sa palengke. o
Existential clause: May tao dito.
2. Verbal inflection? For
example :
o Contemplated or future action: pupunta.

o Completed or past action: pumunta. o
On-going or present action: pumupunta.
3. Markers? For example: ang, ng, sa, si, ni, si, kay
Il. Literature / Reading materials

A. Big Books
1. Are Big Books available in this language?

2. How many?
O Many ( > 10)
O Some (6 to 10) O A
few (1 to 5)
B. Small Books
1. Are small storybooks available in this language?
157
2. How many?
O Many ( > 10) O
Some (6 to 10) o A
few (1 to 5)
C. Please list any other written materials that you know
about in this language (academic or community
materials) :
Appendix 2. Four Minima for MTB-MLE implementation

1. Orthography
The first step in assessing an orthography or writing system is to check if the alphabet
satisfies the following:
acceptable to the stakeholders (the community who speaks the
language, and the linguists who can vouch for its soundness); can be
used to adequately represent the language in written form; easy to
learn (teachable); easy to transfer (to other languages); and
easy to reproduce.
2. Officially Documented Vocabulary
Documentation of vocabulary of a particular language may be in a form of:
Glossary: vocabulary in specific contexts
Dictionary3 : a book or electronic resource that lists the words of a language
(typically in alphabetical order) and gives their meaning, or gives the
equivalent words in a different language, often also providing information
about pronunciation, origin, and usage.
There are different kinds of Dictionaries:
a. Monolingual dictionary: a dictionary in which both the words and
definitions are all in one language.
b. Multilingual dictionary: a dictionary in which one or more
languages are used to describe the words and definitions. It can be
bilingual, trilingual or could even include more languages.
158
c. Encyclopedic Dictionary: Designed to present and discuss
words according to subject matter.
Encyclopedias: The entries are essays on topics, listed in alphabetical

order.
Thesaurus4: a book or set of books giving information on many subjects or
on many aspects of one subject and typically arranged alphabetically.
3. Grammar Book
A Grammar Book contains the grammar structure of the language with example of its
application to words, phrases, and sentences. A Spelling Guide is intended to
document the currently approved or accepted orthography in the form of a readable
reference guide for teachers to use in preparing lessons and teaching, to help achieve
uniformity in how the language is represented in written form in all schools
throughout the language area. The Guide should include:
Spelling rules— Letters of the orthography and the spelling rules are written
systematically and examples first in their entirety in the vernacular, and then
again in Filipino and finally in English.
Alphabet tables — Next are tables of the letters of the vernacular
alphabet with several examples of words in which the letter occurs
word-initially, then several examples in which the letter occurs word-
medially, and several examples in which the letter occurs word-finally.
Note that not all sounds might occur in all three positions, and that will
be noted where it is the
Retrieved from https://en.oxforddictionaries.com/definition/dictionary on April 2019

4
Retrieved from https://en.oxforddictionaries.com/deflnition/encyrclopedia on April 2019
case. The English and/or Filipino equivalent of each word should also be
listed in separate columns.
Alphabet charts — Next are alphabet charts, listing each letter and a
vernacular word, usually a word that begins with the symbol, and an
accompanying illustration. The illustrated letters are presented in
groupings of vowels and consonants and then again in alphabetical
order. When the alphabet charts are completed, they can be reproduced
and enlarged to post in the classrooms; and individual alphabet cards
can also be produced to post and use with the pupils. Tables of words
by domain
Dictionary section
4. Literature: things to read
Big Books
Big Books are illustrated stories produced in book form in a size large enough for a
whole class to see the illustrations and printed words. The typical size is 13 inches by
159
19 inches (A3 size paper). These books are to be used in shared reading activities. It
is most desirable that the stories and the illustrations, come from the community, and
that they are tested in and approved by the community. The stories should be
authored by community members if possible, and then tested in and approved by the
community.
The typical and recommended Big Book format will have an illustration on the left
side when facing the open book, and with text on the right side. The illustration
should be relatively simple, with clear artwork that communicates what the text on
the facing page is saying.
The text should be written in letters large enough to read from the back of the typical
classroom. It should not be too long. Especially for the earliest Big Books, the text
should have a lot of repetition and predictability.
Enough Big Books should be produced so that there will be one or two new Big
Books available each week throughout the academic year, and the books for the week
should relate to the theme of the curriculum for that week if possible.
The level of complexity of Big Book stories should increase gradually as beginning
readers improve their skills. At the beginning of Grade 1, most pupils should be
expected to be at Level l, learning to read their Ll. Big Books at this stage should
have only four to eight page sets (illustration page plus the facing text page forms one
set) with only one sentence of text per text page. As pupils gain some mastery (later
Level 1), Big Books can have six to ten page sets with one to three short sentences
per text page (Malone 2013).
Small Books
Like Big Books, Small Books are illustrated stories, but for individual reading. Each
page can have an illustration and text to help pupils practice reading. Black and white
illustrations can be used, giving pupils opportunity to personalize their copy by
coloring the illustrations and then keeping the book to practice at home with their
parents. Small Books should also be graded to move to greater complexity as pupils
gain skill in reading (see Malone 2013 for more information).
Listening Stories
Listening Stories should be written by community members and used for reading
aloud to children. They can be longer than Big Books or Small Books, but not so
long that the children lose interest before reaching the end of the story (about two
pages, or about five minutes of reading). Illustrations are not required because these
stories are intended to stimulate imagination. Good stories will communicate action.
They should use descriptive language, including sounds, expressions, and voices so
that the reader can dramatize somewhat as they read, helping the children to imagine
the scene. Such stories can foster interest in reading.
Picture Stories/ Wordless Picture Books
These are sets of five or six illustrations that tell a story without the need for
text. Pupils will organize the pictures in a logical sequence based on their ideas,
and then make up a story using the pictures as the basis for the story.
160
Big Picture
A Big Picture is a large illustration that reflects the world the pupils see and
experience in their communities. It can be a collage representing a collection of
cultural activities reflecting familiar themes in the language community, drawn on
one sheet of paper. A good size to use would be on the order of one meter in height
by 80 centimeters in length. These sorts of materials develop children's visual skills,
promote creative and critical thinking, and verbal expression. Visual arts or styles
known and used in the culture can be integrated into such drawings. For example,
designs used in textiles, clothing, baskets or houses can be represented in the drawing.
These drawings can be used for Total Physical Response exercises, where pupils are
to act out the words or instructions they hear.
References
Cahill, Michael, and Rice, Keren. Developing Orthographies for Unwritten
Languages. Dallas: SIL International, 2014.
Dictionary. (n.d.). Retrieved from Oxford Dictionaries:

www.oxforddictionaries.com/definition/dictionary
Malone, S. (2010). Planning Mother Tongue-Based Education Programs in Minority
Language Communities: Resource Manual for Speakers Engaged in Planning
and Implementing Mother Tongue-Based Education Programs in their own
communities. SIL International. Retrieved from svstem files rea Dda,ta 70
48 ] 6 70481663076073369
95392331528290448531 MLD Plannin manual.
Thesaurus. (n.d.). Retrieved from Oxford Dictionaries:

www.oxforddictionaries.com/definition/thesaurus
161
ANNEX 5: INCLUSIVE EDUCATION POLICY FRAMEWORK FOR BASIC
EDUCATION
1. Rationale
1. The Department of Education (DepEd) is mandated to protect and

promote the right of every Filipino citizen to quality education that will enable each
learner to realize their full potential and meaningfully take part in nation-building.
Actualizing this constitutional right is the main thrust of the K to 12 Basic Education
Program which recognizes the diversity of the country's learners, schools, and
communities. Seeking to be inclusive, K to 12 has broadened the goals of basic
education in response to the varied realities of learners and their families by providing
a wider range of options not only in preparing them for higher education, but also for
opportunities in employment and entrepreneurship. K to 12 further promotes the
implementation of programs that address the various physical, intellectual,
psychosocial, and cultural needs of learners in diverse contexts. These programs are
anchored on inclusion which is a core principle of the Enhanced Basic Education
Program (DepEd Order No. 43, s. 2013).
2. The principle of inclusion promotes institutional sensitivity and

responsiveness to the nature, situation, and realities of our country's learners and
directs the Department to proactively address these through the curriculum and other
interventions. This is institutionalized by K to 12 through Inclusive Education, a
policy perspective realized through the development and implementation of
learnercentered and context-responsive programs.
3. This policy framework is being adopted to provide an overall framework

of implementation for programs that directly promote Inclusive Education and to
ensure that every aspect of the K to 12 curriculum support system, across the
governance levels of the Department, is responsive to the needs and demands of
diverse learners.
11. Legal Bases
4. The principle of inclusion as a basis for development initiatives including

education has been highlighted in international legal and standard-setting instruments,
and Philippine laws. These laws and instruments are premised on the fundamental
importance of recognizing the right to quality basic education of all learners,
especially the disadvantaged and marginalized, who may be in unique situations and
have different learning needs due to their personal, social, cultural, and economic
context. These serve as pillars of this Inclusive Education Policy Framework.
A. International Legal and Standard-setting Instruments

a. The 1989 Convention on the Rights of the Child upholds the rights
of children and changed the way children are viewed and treated—
162
from passive objects of care and charity to human beings with a
distinct set of rights.
b. The 1994 Salamanca Statement provides that all children should learn
together, wherever possible, regardless of any difficulties or differences
they may have.
c. The United Nations Convention on the Rights of Persons with

Disabilities (UNCRPD) aims to promote, protect, and ensure the full and
equal enjoyment of all human rights and fundamental freedoms by all
persons with disabilities, and to promote respect for their inherent dignity.
More specifically, Article 24 of the UNCRPD states that "the right of
persons with disabilities to education must be recognized with a view to
realizing this right without discrimination and on the basis of equal
opportunity" and General Comment 4 outlines what inclusive education is
and what countries must do to make it happen (UN Committee on the
Rights of Persons with Disabilities (CRPD), 2016).
d. The 2007 United Nations Declaration on the Rights of Indigenous

Peoples stipulates that Indigenous Peoples (IPs) have the right to
establish and control their educational systems and institutions and
that indigenous individuals, particularly children, have the right to
all levels and forms of education without discrimination.
e. The Education 2030 Framework for Action aims at mobilizing all

countries and partners around the Sustainable Development Goal
(SDG) on inclusive and equitable quality education and lifelong
learning opportunities for all.
B. Philippine Legal Mandates for Inclusive Education
a. The 1987 Philippine Constitution (Article XIV, Sections 1 and 2)

explicitly upholds the protection and promotion of the right of all citizens
to quality education at all levels, which requires the Philippine
government, among others, to:
i. Establish, maintain, and support a complete, adequate, and

integrated system of education relevant to the needs of the people
and society (Section 2(1));
ii. Encourage non-formal, informal, and indigenous learning systems,

as well as self-learning, independent, and out-of-school study
programs particularly those that respond to community needs
(Section 2(4)); and
iil. Provide adult citizens, the disabled, and out-of-school youth with
training in civics, vocational efficiency and other skills (Section
163
b. Republic Act No. 10533 otherwise known as The Enhanced Basic
Education Act of 2013, and its Implementing Rules and Regulations
(IRR), define the inclusiveness of enhanced basic education through the
implementation of programs designed to address the physical,
intellectual, psycho-social and cultural needs of learners, which shall
include, but shall not be limited to, Programs for Learners with
Disabilities, Programs for Learners under Difficult Circumstances,
Madrasah Program, Indigenous Peoples Education Program, and
Programs for the Gifted and Talented (Section 8).
c. Republic Act No. 9710 otherwise known as The Magna Carta of

Women, and its Implementing Rules and Regulations (IRR),
compels the State to provide equal access and to eliminate
discrimination in education, scholarships, and training (Section 13).
This includes admission, curriculum and educational materials,
delivery using gendersensitive language, and capacity-building on
Gender and Development (GAD), peace and human rights for
teachers and those involved in the education sector.
d. Republic Act No. 10157 or The Kindergarten Education Act released in

2012 declares the policy of the State to provide equal opportunities for all
children to avail of accessible mandatory and compulsory kindergarten
education that effectively promotes physical, social, intellectual,
emotional and skills stimulation and values formation to sufficiently
prepare them for formal elementary schooling.
e. Republic Act No. 9155 otherwise known as The Governance of Basic

Education Act of 2001 enforces the establishment of the Alternative
Learning System (ALS) to provide out-of-school youth and adults with
basic education.
f. Republic Act No. 8371 otherwise known as The Indigenous Peoples

Rights Act of 1997 mandates the State to provide equal access to
various cultural opportunities to ICCs (Indigenous Cultural
Communitiesl/IPs through the education system without prejudice
to their right to establish and control their educational systems and
institutions by providing education in their own language, and in a
manner appropriate to their cultural methods of teaching and
learning (Article Il, Section 2).
g. Republic Act No. 9344 or The Juvenile Justice and Welfare Act of 2006
requires educational institutions to work together with families,
community organizations and agencies in the prevention of juvenile
delinquency and in the rehabilitation and reintegration of child in conflict
with the law.
164
h. Republic Act No, 9442 (approved in 2007) or An Act Amending
Republic Act No. 7277 of 1992, otherwise known as the Magna Carta
For Disabled Persons mandates the provision of educational assistance to
persons with disabilities, for them to pursue primary, secondary, tertiary,
post tertiary education, as well as vocational or technical education, in
both public and private schools.
i. Republic Act No. 10665 of 2015 also known as the Open High
School System Act declares the policy of the state to broaden access
to relevant quality education through the employment of an
alternative secondary
education program to overcome personal, geographical, socio-economic,

and physical constraints.
j. Republic Act No. 10361 approved in 2013 otherwise known as the

Domestic Workers Act or Batas Kasambahay guarantees that the
Kasambahay is afforded the opportunity to finish basic education,
which shall consist of elementary and secondary education and
mandates the DepEd to ensure their continued access to ALS (Rule
IV, Section 16).
k. Republic Act No. 7610 of 1992 also known as Special Protection Against
Abuse, Exploitation and Discrimination Act declares that it is a State
policy to provide special protection to children from all forms of abuse,
neglect, cruelty, exploitation and discrimination, and other conditions
prejudicial to their development; provide sanctions for their commission
and carry out a program for prevention and deterrence of and crisis
intervention in situations of child abuse, exploitation and discrimination.
111. Scope
5. This policy framework shall guide DepEd programs, both in formal

education system and alternative learning system, and in public and private schools;
and the support systems that enable their effective implementation.
IV. Definition of Terms
6. For the purposes of this policy framework, the following terms are
defined:
a. Context refers to the particular setting, situation, or circumstance of the

learner influenced by personal, cultural, political, social, and economic
factors (e.g. disability, ethnicity, gender, religion, socialization in the
family and the wider community, social history, economic status, personal
capabilities, available resources), as well as the specific environment in
165
which the learner lives, interacts with other people, and where learning
takes place.
b. Equity refers to the value of securing the right to education of all

learners, and their rights within and through education to realize
their potentials and aspirations.
c. Equitable refers to the rights-based appropriation of resources and

opportunities for all learners.
d. Learner refers to any individual, regardless of age, sex, gender, disability,
ethnicity, cultures, and religion, enrolled in basic education to enhance
his/her knowledge, skills and values to improve the quality of his/her life
and to develop his/her potentials.
e. Learning Environment refers to learning facilities, resources and

techn010U, means of teaching, modes of learning, and connections
to
community, societal and global contexts towards the total development of
the learner.
f. Universal Design for Learning (UDL) is a framework to improve and

optimize teaching and learning for all people based on scientific insights
into how humans learn (Center for Applied Special Technology 2017).
Policy Statement
The Department adopts this policy framework to provide policy
guidance in the establishment, implementation, monitoring and evaluation of
programs and interventions with strategies and support mechanisms that
adequately respond to diverse educational needs a.nd contexts of learners.
VI. Guiding Principles
8. The Department adheres to the following guiding principles in the pursuit of

Inclusive Education:
A. Inclusion
9. All learners shall have access to and participate in all aspects of life in
school, in learning centers and other places of learning.
B. Responsiveness to Rights
10. Inclusive Education contributes to the realization of the Department's

commitment to quality, equitable, culture-based, and complete basic education which
166
is premised on its mandate to protect and promote the right of every Filipino citizen
to such education services. The Department subscribes to the Rights-based Approach
(RBA), which highlights the recognition, promotion, and protection of rights as the
basis for initiatives, and focuses on people empowerment through the introduction
and use of the concept of rights as legal entitlements of the people and legal
obligations of the government to its people.
C. Sensitivity and Responsiveness to Context

1 1 . K to 12 recognizes and values the diverse contexts of learners, schools,
and communities, and this diversity guides the design and delivery of basic education
programs and interventions.
VII. Key Dimensions
A. The Learners
12. DepEd recognizes the right of each and every learner to an education
that is learner-centered, relevant and appropriate in relation to the learner's context.
Thus, education programs shall be responsive to all learners regardless of sex,
disability, culture, ability, age, ethnicity, social class, religious beliefs and other
characteristics.
13. The learners are the primary stakeholders of the Department's inclusive
basic education system. Learners' participation and representation shall be
encouraged in school organizations, in curricular and co-curricular activities, and in
education planning, program development and implementation, where appropriate.
B. The K to 12 Curriculum
14. Inclusion is a key standard and principle of the K to 12 curriculum and its
actualization is supported by other standards and principles that further
describe the features of an inclusive curriculum— learner-centered,
developmentally appropriate, culture-sensitive, relevant, gender-responsive,
and contextualized.
15. Thus, the perspective of Inclusive Education is at the core of the K to 12

curriculum and is embedded in the curriculum framework itself. This is demonstrated
by the Mother Tongue-based Multilingual Education (MTB-MLE) policy for K to 3,
the varied offerings of Techn010U and Livelihood Education (TLE) in Junior High
School, and the tracks and strands of Senior High School, all of which are meant to
be responsive to the varied context of the country's learners.
16. K to 12 's standards-based curriculum was also designed to be flexible enough

for schools and local communities to contextualize in relation to the learner's ability,
socio-cultural background, historical context, and bio-geographical realities.
Curriculum contextualization provides an avenue to be inclusive of the values,
beliefs, practices, and knowledge systems of the learner's community. Schools,
167
learning centers and communities should be able to provide this kind of
contextualization.
17. The inclusiveness of K to 12 is also expressed through existing programs such

as Special Education, Indigenous Peoples Education, Madrasah Education, and
Flexible Learning Options including Alternative Delivery Modes and Alternative
Learning System, which address the context and needs of particular learners.
Special Interest Programs also cater to learners who manifest the interest and
aptitudes for particular skillsets.
18. To ensure that curriculum contextualization and the implementation of the
various programs of the K to 12 curriculum actualize inclusion, and continue to
promote equality and equity in developing the learners' competencies through quality
differentiated instruction, the following shall be strengthened and continue to be
pursued:
a. Recognition and development of programs or initiatives to address

contexts, needs and concerns not covered by existing programs and
initiatives of DepEd;
b. Contextualization of the curriculum and learning materials at the
school level;
c. Differentiated presentation of information, content, and learning
materials to support understanding;
d. Provision of opportunities for learners to create, learn and share what
they know in both curricular and non-curricular activities;
e. Provision of equitable and appropriate learning opportunities for all
learners to facilitate active participation and shared responsibility and
accountability in the teaching-learning process; and,
f. Removal of barriers to learning and participation.
C. Development of Learning Resources

19. Aligned with the principles of an inclusive and contextualized curriculum is the
development of contextualized learning resources which is stipulated in RA 10533.
Both contextualized teaching and learning materials shall be developed and produced
at the field offices based on standards set by the Bureau of Learning Resources.
These will complement the instructional materials provided by the Department and
external partners/ stakeholders.
20. Learning resources (text and non-text based) shall be utilized to engage
learners in active participation and interaction using different contexts that promote
real life application. The diversities of learners' abilities, knowledge, learning styles,
study habits, interests, motivation, multiple intelligences and other circumstances
must be considered in the preparation, development, and delivery of contextualized
learning materials and activities. As mentioned in the K to 12 Policy, some of these
learning resources are also transcribed into Braille and adapted in other ways (e.g.
168
like having a sign language interpreter in class) to ensure that all learners have access
to these materials).
2 1 . Quality assurance processes shall ensure that learning resources produced

are free from any discriminatory content, are appropriate to diverse learners,
and are sensitive to social and cultural contexts.
22. The community as a learning resource shall also be developed and maximized.
23. The Learning Resource Portal as a repository of learning and teaching resources
shall be utilized and maximized.
D. Learning Delivery
24. The inclusiveness of the K to 12 curriculum can be better experienced by

learners in the teaching-learning process when different and diverse learners learn
together and the delivery of educational programs and services is also made flexible
based on the profile, needs, and context of the learners.
25. Learning sessions shall be based on inclusive and learner-centered pedagoU.

Teachers shall regularly monitor learner's progress and provide appropriate support
including timely interventions, as needed.
26. Schools are encouraged to offer a range of programs that shall serve as a menu
of options for different types of learners to ensure that "no learner is left behind".
27. Teachers and instructional managers shall maintain an inclusive

atmosphere and promote respect at all times, and will take steps to assure that
initiatives geared
towards differentiated instruction to address varied learning needs shall not be
misconstrued by learners and the immediate community as segregation, nor will be a
cause of bullying or discrimination.
28. The school shall ensure the following:

a. Undertaking of anticipatory and proactive initiatives geared towards
gaining a better understanding of the learners' contexts and needs;
b. Recognition of barriers to inclusion and removal of these by putting in
place programs and services that adhere to the principles of universal
design for learning;
c. Development of school implementing policies, mechanisms, and
strategies for delivering equal and equitable opportunities for diverse
learners;
d. Involvement of stakeholders the learners, their parents and/ or caregivers,
and the immediate community in meeting learning standards and in
identifying and addressing learning gaps of disadvantaged and
marginalized learners; e. Formulation of appropriate and responsive
interventions for the disadvantaged and marginalized learners;
169
f. Enhancement of curriculum implementation by aligning
teachinglearning processes, formative and summative assessments
and the learning standards deemed appropriate to the learners'
context; and
g. Regular monitoring and evaluation of initiatives by actively involving the
learners and other stakeholders as appropriate.
D. Educational Assessment
29. The learner-centered orientation of the K to 12 curriculum and curriculum

contextualization also necessitates that learning assessment be inclusive.
30. Inclusive assessment provides learners varied opportunities to test their

mastery of competencies and enables them to participate in several types of
activities that enhance their understanding of concepts and ideas. Classroom
assessment shall take into account the needs of all learners through the use of
varied assessment strategies, methods and tools/ equipment such as, but not
limited to, tests (oral and written), multiple-choice questions, group
presentations, self and peer assessment, role play, creation of audiovisual
materials, performance, diaries and portfolio. Assessments shall be adapted
according to the principles of universal quality educational design (UDL).
D. Learning Environment
31. From the physical environment to the teaching-learning process, these learning
environments shall be fully accessible and shall enable all learners to feel safe,
supported, stimulated, and respected as they express themselves as part of a positive
and inclusive school community.
32. The teaching and learning process shall foster learning in a collaborative and
barrier-free setting, promoting the learners' overall well-being and holistic
development. Education shall be delivered in the most appropriate language/ s and
modes and means of communication for the individual, and in environments which
maximize academic and social development.
33. Further, an inclusive educational environment shall be context-sensitive and

consider the bio-geographical realities and socio-cultural background of learners.
Schools and learning centers are strongly encouraged to engage in regular dialogue
with their immediate community, which inherently plays a big role in providing an
inclusive learning environment.
34. Apart from the availability and accessibility of functional support facilities such
as, but not limited to, water and sanitation facilities, clinic, library, Guidance Office,
and Community Learning Centers (CLCs), effective individualized support measures
shall be provided when needed and appropriate.
170
35. Finally, the learning community shall promote harmonious relationships
and respect for diversity and practice of positive discipline among learners,
teachers, parents, and administrators. It shall ensure that anti-bullying, anti-
abuse, and child protection measures and procedures are in place.
D. Teacher Professional Development
36. All teachers shall be considered primary implementers of inclusive education. As

such, they shall possess the proper values, perspectives, attitudes, as well as
competencies that communicate and reflect inclusion as they address the educational
needs of diverse learners. The Philippine Professional Standards for Teachers (PPST)
includes Domain 3: Diversity of Learners which underscores the importance of
teachers' knowledge and understanding of, as well as respect for, learners' diverse
characteristics and experiences as inputs to the planning and design of learning
programs. This includes being able to implement an individualized education program
if and when necessary. The Department recognizes the PPST as a major reference in
designing interventions geared towards the professional development of teachers,
including teacher aides and teacher volunteers. They shall also be capacitated in
establishing learning environments that are responsive to learner diversity.
37. The competencies of teachers, instructional managers and other non-teaching

personnel shall be continuously enhanced so that they can create an inclusive learning
environment that promotes inclusion of all learners, and facilitates teaching and
learning processes that addresses diverse learning styles and needs. Capacitybuilding
activities may include, but are not limited to, the Teacher Induction Program (TIP), In-
Service Trainings (INSETs), attendance in seminar-workshops/ conferences, Learning
Action Cell (LAC) sessions, immersion, community engagement, coaching, mentoring
and benchmarking.
38. DepEd through the Teacher Education Council (TEC) shall collaborate with the
Technical Education and Skills Development Authority (TESDA) and Commission on
Higher Education (CHED) to ensure the integration of Inclusive Education in all major
courses in the Teacher Education Programs (TEP). In the same way, the
implementation of Inclusive Education shall influence policies on teacher
qualifications, hiring, recruitment, and deployment.
171
39. Participation of stakeholders, especially those directly involved in the teaching-
learning process, shall be encouraged. They shall likewise be engaged through
periodic consultations to further strengthen the implementation of Inclusive
Education.
D. School Leadership and Management
40. All schools shall be guided by DepEd's mission to promote and protect the
right of every Filipino to quality, equitable, culture-based and complete basic
education. This is premised on upholding a deep respect for the inherent dignity of
individuals and communities.
41. To this end, schools are guided by the perspective of Inclusive Education in
contextualizing and implementing the K to 12 curriculum, and are encouraged to
implement programs that promote inclusion and cater to the various interests of
learners to respond to the context of the learners and the communities being served.
42. The school head has a pivotal role in bringing about inclusive school change
(Riehl 2000; Day and Leithwood 2007; Ainscow and Sandill, 2010). They shall assist
teachers in creating inclusive classrooms. School mechanisms and process
governance mechanisms and processes shall be geared towards facilitating the
provision of, but not limited to, the following:
a. Technical support in contextualizing the curriculum and teachinglearning

materials, and using learning-centered pedagogy and inclusive assessment;
b. Physical infrastructures that facilitate inclusion; and,
c. Continuous capacity-building on inclusive education of teaching and
nonteaching personnel (e.g. LAC sessions, In-Service Trainings,
mentorship).
43. They shall also support the development of research-based improvements in
instruction and school management for Inclusive Education. Practices and
innovations shall be properly documented for sharing, replication, and for continuous
improvement.
44. All school heads shall be capacitated to prepare and manage schools that
promote and implement Inclusive Education. They must adhere to the new Philippine
Professional Standards for School Heads (currently being validated) that contain
competencies related to supporting Inclusive Education in schools. School-based
Management (SBM) shall strengthen the implementation of Inclusive Education,
which shall be duly reflected in the School Improvement Plan (SIP).
D. Partnerships for Inclusive Education
45. The Department at all levels of governance shall continuously conduct

intensive advocacy and social mobilization on Inclusive Education as a perspective,
policy, and practice. Support for initiatives in curriculum contextualization and the
development of contextualized learning resources are just some activities for which
internal and external partners/ stakeholders can be tapped.
46. Continuous engagement with the stakeholders/ partners shall be
institutionalized in the planning, implementation, monitoring and evaluation of
ISO
curricular and co-curricular programs and activities to ensure quality implementation
of Inclusive Education.
47. External linkages and partnerships must be expanded and strengthened to

ensure proper coordination, resource sharing, and sustainability of Inclusive
Education implementation.
D. Governance Support
48. The Department shall adequately consider the specific needs to realize
Inclusive Education in the planning and programming of resources, such as in the
provision of program funds, allocation of teacher items and hiring of teachers,
resources for adequate instructional print and non-print learning resources, facilities
and equipment needed, and support to professional development of teaching and non-
teaching staff. National planning standards shall be responsive to the diversity of
learning contexts.
49. The Department shall continuously coordinate with LGUs to maximize the
utilization of the Special Education Fund (SEF) and other available local resources.
The involvement of internal and external stakeholders shall also be encouraged to
support the implementation of inclusion programs.
VIII. Monitoring and Evaluation
50. The Bureau of Learning Delivery (BLD), in coordination with other offices in
the Curriculum and Instruction Strand and other organizational strands of the
Department, is responsible for learning environment standards to strengthen the
curriculum implementation support system. It shall provide technical assistance on
the implementation of this policy in schools and learning centers. It shall also monitor
regional offices for adequate implementation of this policy. For Indigenous Peoples
Education, a monitoring and evaluation system that is culturally sensitive and
responsive to the context of IP learners and communities, recognizing the interface of
the national education system and indigenous learning systems, shall be maintained
across governance levels and continue to be strengthened through the Indigenous
Peoples Education Office (IPsEO).
51. The Regional and Schools Division Offices shall likewise conduct monitoring
and evaluation at the division and school levels, respectively. The different units in
the Regional and Schools Division Offices shall ensure that schools and programs are
inclusive in terms of the curriculum and its support systems.
IX. References
1987 Constitution of the Republic of the Philippines
173
Ainscow, Mel and Sandill, Abha. "Developing Inclusive
Education
Systems: the Role of Organisational Cultures and
Leadership." International Journal of Inclusive
Education, 14:4, 401-416. DOI:
10.1080/ 13603110802504903
Center for Applied Special Technology, "About
Universal Design for Learning," (htgp:
/w»ywzcast.ogglpur-work aboueudl.html#.
WUj6u5KGMdU) accessed 20 June 2017.
Day, Christopher & Leithwood, Kenneth Arthur,
eds. Successful Principal Leadership in Times
of Change. An International
Perspective. Dordrecht, The Netherlands: Springer,
2007.
Implementing Rules and Regulations of R.A. 10533, "The

Enhanced Basic Education Act of 2013."'
Republic Act 7610, "An Act Providing for Stronger

Deterrence and Special Protection against Child
Abuse, Exploitation and Discrimination, and for Other
Purposes"
Republic Act 9155, "Governance of Basic Education Act of

2001"
Republic Act 9344, "The Juvenile Justice and Welfare

Act"
Republic Act 9442, "An Act Amending RA 7277 otherwise
known as the "Magna Carta for Disabled Persons and
Other Purposes"
Republic Act 9710, "The Magna Carta of Women"
Republic Act 10157, "Kindergarten Education Act of 2012"
Republic Act 10361, "Domestic Workers Act" or "Batas

Kasambahay"
Republic Act 10533, "The Enhanced Basic Education Act of 2013"
Riehl, Carolyn. "The Principal's Role in Creating

Inclusive Schools for Diverse
Students: A Review of Normative, Empirical, and
Critical Literature on the Practice of Educational
Administration." Review of Educational Research,
174
70(1) (2000): 55-81.
doi:10.3102/00346543070001055.
United Nations. "Agenda 2030 for Sustainable Development"

(http://www.su stainabledeveloment.un.org)
United Nations. "2007 Declaration on the Rights of
Indigenous Peoples,"
(http : / /
www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pd
f)
UN Committee on the Rights of Persons with Disabilities
(CRPD), "General comment No. 4 (20 16), Article 24: Right
to inclusive education, 2 September 2016, CRPD/C/GC/4,"
desadisabil
ie p: /
j
(hu
it s
k 0 hts accessed 24 March 2019
United Nations Educational, Scientific and Cultural

Organization, "The Salamanca Statement and
Framework for Action on Special Needs
Education," (ht! D: education df
j
SAl,AMA h). PDF accessed 9 May 2017.
United Nations Educational, Scientific and

Cultural Organization, "World Declaration on
Education for All," (h tt o: nesdoc. un esco
images/0012/001275/ 127583e .pdf) accessed
9 May 2017.
United Nations General Assembly. " 1990 Convention on

the Rights of the Child," (https//:
United Nations General Assembly, "Convention on the
Rights of Persons with
Disabilities, "
/ ; w wweuneoro develo ment desa disabilities
convention-on-theaccessed
24 March 2018
175

DO_s2019_021 Policy Guidelines on the K to 12 Program

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POLICY GUIDELINES ON THE K TO 12 BASIC

1. The Department of Education (DepEd) issues the enclosed Policy

5. Immediate dissemination of this Order is directed.

1. Background and Rationale

2. A product of the collaboration with the Commission on Higher

4. The Department of Education, recognizing the need and significance of

5. Among the most relevant breakthroughs was the passing of Republic

9. The Department of Education issues these Policy Guidelines on the K to

11. Policy Objectives

a. Explain the K to 12 curriculum and the programs for each key

IV. Definition of Terms

d. Key Stage Standard — This shows the degree or quality of

e. National Certificate — It is a certification issued by TESDA to individuals

f. Skill — It is the coordinated performance of related tasks with a certain

g. Standard — In its broadest sense, it is something against which other things

h. 21 st century skills — These are the 1<10wledge, skills, attitudes and

a. The curriculum shall be learner-centered, inclusive, developmentally

c. The curriculum shall be culture-sensitive which means that instruction

g. The curriculum shall use the spiral progression approach to ensure

The Enhanced Basic Education Program: K to 12

c. Communication skills enable learners to easily adapt to present and

Pathways and Equivalencies

Formal Education Alternative Learning

VI. The K to 12 Conceptual Framework

C.O. coeRO, DO,- Seh%i

Figure The K to 12 Conceptual Framework

26. In non-formal education, the learning areas are found in

27. In both formal and non-formal education, learning is both

Features of the K to 12 Curriculum

Filipino with 21 st Century Skills

Being and Becoming a Whole Person

Curriculum Support System

Materials, Facilities, and Equipment

36. Due to the diversity and number of Senior High School

37. The non-text-based learning resources are the tools and

39. Assessment is conducted through a) classroom-based

40. On the other hand, the national assessment of student

41. The results of the large-scale assessments feed into the

School Leadership and Management

Schools Divisions Technical Assistance

Community-Industry Relevance and Partnerships

VII. Monitoring and Evaluation

47. The Basic Education Monitoring and

48. The K to 12 Program defines the

Figure 1.5 Basic Education Monitoring and Evaluation

a. Large-scale assessments measure student learning outcomes in

Board of National Education, General Policies on

Department of Education Order No. 103, s. 2011,

Department of Education Order No. 32, s. 2012,

Department of Education Order No. 73, s. 2012,

Department of Education Order No. 8, s. 2015, "Policy

Department of Education Order No. 32, s. 2015,

Department of Education Order No. 52, s. 2015, "New

Department of Education Order No. 47, s. 2016, "Omnibus

Department of Education Order No. 55, s. 2016, "Policy

Department of Education Order No. 42, s. 2017,

Implementing Rules and Regulations of R.A. 10533, "The

UNESCO Institute for Statistics, "Learning Outcomes definition,"

2. The objectives of elementary education, as stated in Batas Pambansa